Reconceptualizing Citation Pedagogy: Faculty Perspectives on Source Use in Omani Tertiary Context

Abstract

This research investigates the perception of in-text citations by faculty and students and how they are used in tertiary-level graduation projects in Oman. Using a sequential mixed-methods design, the study interviewed 11 academics and a focus group of 6 students; it also examined 21 student projects in detail. The study's results suggest that the importance of citation is often approached as formatting rather than a rhetorical task, and that students receive limited support to do so in ways without over-reliance on generative AI tools. Both faculty and students identify issues in institutional writing support, favouring guidance that is context- and field-specific. Results indicate a tendency to approach referencing too perfunctorily. This study is noteworthy in that it highlights the necessity for English for Academic Purposes (EAP) writing pedagogy to elevate from conventional language courses to academic discourse practices, particularly in collective, multilingual contexts. This research addresses a key gap by grounding citation education in a Global South context and recommends the need for future studies on discipline-specific strategies and the influence of AI in academic writing.