TEACHING REFERENCING STYLES (APA, MLA, CMOS) TO UZBEK EFL LEARNERS: DIFFICULTIES AND SOLUTIONS

Abstract

In the field of English as a Foreign Language (EFL), developing academic writing skills is a central goal for university students. One essential component of academic writing is the correct use of referencing styles such as APA, MLA, and the Chicago Manual of Style (CMOS). These citation systems are not only technical requirements but also reflect the principles of academic integrity, proper source integration, and disciplinary communication.

Referencing plays a crucial role in avoiding plagiarism, supporting arguments, and participating in academic discourse. The American Psychological Association (2020) emphasizes that proper citation allows writers to acknowledge the intellectual contributions of others while constructing their own arguments. Similarly, the Modern Language Association (2021) highlights that citation enhances transparency and credibility in academic writing.

However, for Uzbek EFL learners, mastering referencing styles is particularly challenging due to linguistic, cultural, and educational factors. Many students are unfamiliar with the concept of intellectual property, which is fundamental in Western academic traditions. According to Hyland (2004), academic writing requires not only linguistic competence but also an understanding of social and cultural practices of knowledge construction. Additionally, Khamidov (2022) notes that Uzbek learners often struggle with cohesion and paraphrasing, which negatively affects their ability to integrate sources. Differences between citation styles further increase confusion, as each style follows distinct conventions (Swales, 1990). Furthermore, limited access to academic resources and traditional teaching approaches continue to hinder effective learning (Karimov, 2023).

This study aims to investigate the main difficulties Uzbek EFL learners face in using APA, MLA, and CMOS referencing styles and to propose practical solutions for improving instruction.