Navigating Rhetoric and Rule: Analysis of In-Text APA Referencing in ESL Diploma Students' Problem-Solution Essays

Abstract

Accurate citation is important to maintain academic integrity and effective communication. Yet, many students of English as a Second Language (ESL), especially those with diploma qualification, face considerable obstacles in accurately using referencing rules, including those outlined by the American Psychological Association (APA). This study, employing mixed methods approach, explores the in-text citation habits of twenty ESL students at diploma level (CEFR B1-B2) enrolled in an English for professional communication course, examining their 600-word essays that deal with problem-solving scenarios. The investigation focused on citation rates, accuracy of citations, and patterns of integration. A total of 91 citations were found, of which only 63% were completely correct. Common mistakes include omitting years of publication, improper application of conjunctions in place of ampersand (&) in parenthetical references, and failure to effectively integrate sources within solution-oriented parts of the essay. Qualitative insights indicate that these discrepancies arise from a limited, procedural understanding of citation, viewed as a mechanical requirement rather than a strategic rhetorical skill. This study argues that direct, genre-specific instruction on citations is important to help students move from mere technical compliance to strategically using sources to build credible arguments.