Profiling L2 learners’ paraphrasing competence in English academic writing

Abstract

While the importance of paraphrasing in English academic writing is reiterated, empirical research on L2 learners’ paraphrasing competence remains scarce. This study utilized a self-developed and validated L2 learner paraphrasing competence scale to explore L2 learners’ paraphrasing levels and profiles. A total of 297 university students from China and Japan participated in the study. Latent profile analysis was conducted and three distinct profiles of L2 learner paraphrasing competence were identified: struggling paraphrasers (SP), average paraphrasers with active cognitive processes (APACP), and capable paraphrasers with strong lexical paraphrasing competence (CPSLP). The Bolck-Croon-Hagenaars (BCH) analyses indicated that participants’ country, grade, and L2 proficiency distinguished the three profiles, while participants’ major did not. The findings shed new light on the complexity and multidimensionality nature of L2 learners’ paraphrasing in the East Asian context.