This study introduces a meticulously designed questionnaire aimed at investigating in-text citation practices among undergraduate students enrolled in English for Academic Purposes (EAP) programs at Omani public universities. The primary objective is to examine how students navigate and implement citation strategies in academic writing. To ensure the questionnaire's items content validity, rigour and applicability, 11 key constructs were identified and validated using Lawshe’s content validity ratio (CVR) method. These constructs encompass essential aspects of academic writing, including Scaffolding, Reading Ability, Motivation, Planning Strategies, Writing Anxiety, Nature of Notes, Task Complexity, Citation Rhetorical Functions, Reporting Forms, Stance, and the use of Integral and Non-integral Citations. Two expert panels of 13 experts were convened to assess the validity of the questionnaire items. The first panel consisted of 5 external scholars from prominent institutions in North America, Malaysia, and Australia, while the second panel included 8 internal experts from leading universities in Oman. Both panels provided critical feedback, ensuring the questionnaire's robustness and cultural adaptability to diverse educational contexts. The findings offer a robust, validated tool that future researchers can use to gather comprehensive quantitative data on EAP learners' in-text citation habits. This tool can also facilitate cross-cultural comparisons and provide insights into how citation practices evolve across global academic environments. The study contributes to the growing body of literature on academic writing, particularly within the EAP field, by highlighting the nuances of citation behaviour and offering a standardized instrument for future research.

Keywords: Lawshe’s content validity, in-text citation practices, questionnaire validation, EAP learners, Omani universities, academic writing.