Citation practices play a critical role in academic writing, yet non-native writers frequently face challenges in effectively incorporating various citation forms and functions into their texts. Drawing on Thompson and Tribble’s (2001) framework, this study investigated citations in 90 research articles by English, Iranian, and Afghan scholars. The findings indicated that Afghan writers demonstrated a strong preference for integral citations compared to their English and Iranian counterparts. In contrast, English and Iranian authors often favored non-integral citation forms. In addition, it was found that Iranian and Afghan writers showed a notable reliance on verb-controlling citations while English writers used verb controlling and naming citations almost equally. The analysis revealed significant differences in citation practices among the three groups, as confirmed by Chi-Square tests, which indicated significant differences. Regarding non-integral citations, source was the most frequently used citation pattern and reference was the least used citation practice by the three groups. Moreover, the results of Chi-Square tests revealed significant differences in the citation practices of the three groups regarding non-integral citations including source, identification, reference, and origin. The findings highlight the diverse citation strategies employed by writers from different L1 backgrounds and contribute to a deeper understanding of citation practices, underscoring the need for tailored instructional approaches that address these specific patterns to more effectively enhance academic writing skill among non-anglophone writers.
Sarwari et al. (Sun,) studied this question.