VIETTESOL INTERNATIONAL CONVENTION 2025

This mixed-methods study investigates paraphrasing techniques and errors in academic essay introductions written by 60 third-year English majors at Quy Nhon University, Vietnam. Data were collected through essay analysis and perception questionnaires using Keck's Paraphrasing Model and Loh's error classification framework. Results reveal that students predominantly employ lexical transformations, particularly synonym substitution (96.7%), and syntactic transformations like sentence restructuring (90.0%). However, semantic transformations were underutilized, indicating challenges with advanced paraphrasing techniques. The most common errors were lexical errors (63.3%), insufficient transformation (56.7%), and grammatical errors (51.7%). Analysis of student perceptions showed high awareness of paraphrasing importance but lower confidence in practical application. Key challenges included vocabulary limitations, difficulty maintaining original meaning, and plagiarism concerns. Despite theoretical knowledge, students struggled to apply diverse paraphrasing strategies effectively. The study contributes theoretical insights into paraphrasing in EFL contexts and provides practical recommendations for academic writing instruction. Suggested improvements include explicit technique instruction, structured practice with feedback, vocabulary development, and metacognitive training. Findings inform curriculum development and teaching strategies for enhancing paraphrasing skills among Vietnamese EFL learners, addressing a critical gap in academic writing competency.