Citation difficulties in nonnative undergraduate English teachers’ monographs

Citation use is a significant challenge for Colombian undergraduate English teachers. Continuing the line of inquiry on citation difficulties in nonnative novice writers, present study aims at describing main this group students have citing external sources. The analysis was carried out 30 theoretical framework chapters from their monographs. Findings indicate that (1) Some teachers lack further textual elaboration since they just cite but do not explain or make comment to complement authors’ idea; (2) These type variety because predominat integral citation, turning disocurse monotonous; (3) highly employ attribution as function which indicates an epistemological dependency key disciplinary authors ideas are duplicated. This can be used raise awareness towards better practices academic papers, supported by (a) formal direct instruction writing composition courses, research tutoring sessions, etc., and institutional hotbeds; (b) experts’ texts identify understand important features English; (c) incorporation studies like one others universiry syllabus courses.