Evidential Shifts in EFL Manuscripts: A Study of Novice Writers Across Three Diverse Learning Contexts

Abstract

This study examines the use of evidentials in the Independent Study (IS) manuscripts of EFL undergraduates across three learning contexts: onsite, online, and hybrid. The analysis reveals significant shifts in the use of evidentials, particularly during the online and hybrid phases, reflecting how these contexts influence academic writing practices. There is a notable increase in the use of reporting evidentials, especially the verb + that structure, during the online and hybrid phases, which indicates a growing emphasis on academic credibility and transparency. Commonly used reporting verbs, such as show, find, and reveal, highlight students' increasing focus on supporting their claims with authoritative sources. The balance between self-reporting and other-reporting evidentials suggests a rise in students' confidence in asserting their own contributions, especially in the more autonomous online learning context. The use of human, non-human, and concealed sources reflects a nuanced understanding of agency, with an increased focus on human experiences and perspectives during the online phase. The analysis also demonstrates how students adopt a more analytical approach with low and medium-value modals, such as inferring evidentials, suggesting a stronger assertion of their findings and viewpoints. Additionally, the Literature Review remains a central area for evidential application, underscoring its importance in integrating and attributing scholarly sources. Overall, the study highlights the evolving use of evidentials across different learning contexts and emphasizes the need for targeted pedagogies to enhance EFL students' academic writing proficiency, enabling them to participate more effectively in academic conversations and contribute meaningfully to their fields.