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"Through different differentiation techniques and differentiation instruction students are provided with a variety of choices on output, input and performance, which boosts their engagement, positively influences the level of motivation and, as a result, academic performance." (Abramova & Mashoshina, 2021, p. 559)

Paraphrased:

Abramova and Mashoshina (2021) argue that providing students with multiple options for learning and demonstrating understanding increases engagement and motivation, which can also enhance academic achievement.

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Original: "The growth of ESP, then, was brought about by a combination of three important factors: the expansion of demand for English to suit particular needs and developments in the fields of linguistics and educational psychology. All three factors seemed to point towards the need for increased specialisation in language learning." (Hutchinson, 1987, p. 8)

Paraphrased: The rise of ESP was caused by an increased demand for specific English skills, along with new developments in linguistics and educational psychology, all of which resulted in a need for specialized language courses. (Hutchinson, 1987)

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Original: "Engagement refers to involvement and participation in an activity (Seligman 2011) and includes multiple aspects of students’ L2 learning experience, such as their engagement with the course materials and cognitive effort to improve their learning proficiency." (Li, 2023) Paraphrased: Selingman (2011, as cited by Li,2023) defines engagement as active involvement and participation. Within L2, this aspect encompasses students' interaction with course materials and their effort to improve.

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Original: This perspective is particularly relevant when considering speaking assessment. Regarding the subject in this investigation, speaking is frequently assessed through presentations, interviews, conversations, role-plays, and other performance-based tasks (Bachman & Palmer, 2010; Fulcher, 2014). New: This perspective is particularly relevant when considering speaking, which is frequently assessed through presentations, interviews, conversations, role-plays, and other performance-based tasks (Bachman & Palmer, 2010; Fulcher, 2014).

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Analysis of Quotation and Paraphrasing

In our recent academic paper about early English teaching in Chile, we used a direct quotation when defining early childhood education (ECE). The section explains that ECE is important because children develop multiple abilities during this educational stage and because preschool education can have a particularly positive effect on children from disadvantaged families.

1. Identification and evaluation of the quotation

Original quotation:

According to Barco and Carrasco (2020), ECE is a highly significant educational stage because it is a period in which “complex physical, emotional, cognitive and social skills are acquired” and because it has a particularly strong effect on children from disadvantaged families.

The quotation is relevant because it supports the importance of early childhood education within our research problem. However, it could be improved in two ways.

First, the quoted expression is relatively general and does not contain especially distinctive or technical wording. Therefore, a direct quotation is not essential, and the idea could be communicated more naturally through paraphrasing. Second, because it is a direct quotation, the citation should include the page number from the original article. The page number would need to be checked in Barco and Carrasco’s original publication.

2. Paraphrased version

Barco and Carrasco (2020) describe early childhood education as a crucial developmental stage during which children build interconnected physical, emotional, cognitive, and social abilities. They also suggest that participation in ECE can be particularly significant for children from disadvantaged backgrounds.

3. Comparison

Original quotation:

ECE is a period in which “complex physical, emotional, cognitive and social skills are acquired” (Barco & Carrasco, 2020).

Newly paraphrased text:

Barco and Carrasco (2020) explain that early childhood education supports children’s development across physical, emotional, cognitive, and social areas.

The paraphrased version preserves the authors’ central idea while changing the vocabulary and sentence structure. It also integrates the evidence more smoothly into the paragraph and allows us to maintain a clearer academic voice. Nevertheless, the citation remains necessary because the idea originally comes from Barco and Carrasco.

SUMMARIZE

The paper uses a direct quotation from Barco and Carrasco (2020) to explain that early childhood education supports children’s physical, emotional, cognitive, and social development.

The quotation is relevant, but it could be paraphrased because the wording is general. A better version is:

Barco and Carrasco (2020) explain that early childhood education is an important stage in which children develop physical, emotional, cognitive, and social abilities.

This version keeps the original meaning, integrates the idea more naturally, and maintains the writer’s academic voice.

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Original quotation

"Teacher flexibility and responsiveness are also important components of inclusive instruction. According to Petersson-Bloom and Holmqvist (2022), successful inclusion depends on teachers' preparation, professional knowledge, and willingness to adapt their teaching practices to students' individual needs."

New version

Petersson-Bloom and Holmqvist (2022) argue that effective inclusive education relies on teachers who are well prepared, possess strong professional knowledge, and are willing to modify their instructional practices to address the diverse needs of their students.

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Original Text:

The decision to modify the calendar is supported by the idea that students from vulnerable backgrounds would be benefited by it. Hock et al. (2022) posit that:

“In Chile, a national program exists in which students receive daily food rations (breakfast, lunch, and tea time) all year depending on the student’s social vulnerability. Food is mostly provided at school, although in very specific cases it can also include homes. The programme coverage is∼80% of the most vulnerable groups attending public or public-private schools.” (p. 86)

In other words, there is a high percentage of students who depend on the meals provided by the schools’ programs.

New wording:

The decision to modify the school calendar is grounded in the understanding that such a change may particularly benefit students from socioeconomically vulnerable backgrounds. As Hock et al. (2022) explain, Chile has a national school feeding program that provides daily meals, including breakfast, lunch, and an afternoon snack, to students identified as socially vulnerable. The program primarily operates through schools and reaches approximately 80% of vulnerable students enrolled in public and subsidized schools. Consequently, a great number of these students rely on schools not only for education but also for access to regular meals.

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Quote: "Children in an English as a foreign language class will listen to a great variety of text but above all to their teacher: talking, singing, chanting, dramatizing dialogues, giving instructions, and telling stories" (Pinter, 2017; p 45).

Paraphrasing: Pinter (2017) emphasises that young learners in an EFL classroom are exposed to a variety of texts; however, primary attention is focused on the input given by the teacher.

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The following was used in our Statement of the Problem section in our thesis. Even though, a quotation shows that we did our research, paraphrasing allows the information to be integrated more naturally and provides our own analysis.

“adults are compelled to study English because it is regarded as important for their professional development” (Diaz, 2020, p. 219).

According to Diaz (2020), adults choose to study English because they perceive it as an important tool for advancing their professional development.