Investigating source use in L2 student writing: vocabulary, development and stakeholder perceptions (work-in-progress)

Research indicates that patch writing is not exclusively an issue for L2 students, although it is more prevalent among them. This phenomenon has been studied primarily in the context of non-native English speakers. Importantly, patch writing is often unintentional, complicating the definition of plagiarism.

There is a growing perspective within the academic literacy and practitioner community that views patch writing as a signal for the need for additional support, rather than equating it with deliberate academic dishonesty, such as purchasing an essay due to poor time management. Many students genuinely strive to succeed but struggle for various reasons.

Factors contributing to patch writing include limited reading comprehension skills, overly challenging course material, and a lack of awareness regarding academic literacy expectations. Notably, some students tend to write from a single source they deem appropriate, selecting specific sentences to paraphrase. Without adequate language proficiency or writing skills, this approach can easily result in patch writing. These challenges likely interact and serve as collective triggers rather than operating in isolation.