Chinese undergraduate EFL learners’ perceptions of Plagiarism and use of citations in course papers
Source-based writing research has received much attention in recent years, which generally shows that both novice and expert EFL (English as a foreign language) writers have difficulties in writing from sources. As many Chinese institutes of higher education attach increasingly more importance to pu...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2020-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2020.1855769 |
| _version_ | 1797722971280769024 |
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| author | Meihua Liu Yong Wu |
| author_facet | Meihua Liu Yong Wu |
| author_sort | Meihua Liu |
| collection | DOAJ |
| description | Source-based writing research has received much attention in recent years, which generally shows that both novice and expert EFL (English as a foreign language) writers have difficulties in writing from sources. As many Chinese institutes of higher education attach increasingly more importance to publications in international journals, citation and plagiarism become critical issues for both student and teacher researchers as well as the institutes. Nevertheless, not much research can be found on the issues with Chinese students, especially undergraduate students. The present study thus investigated Chinese undergraduate EFL learners’ perceptions of plagiarism and use of citations in their course papers. A total of 141 students from a highly prestigious university answered an open-ended questionnaire and 97 of them submitted course papers. Major findings were: (1) the students had a (fairly) good knowledge of plagiarism and identified various reasons for plagiarism in academic writing, (2) they used summary the most often when citing from sources, followed by paraphrase and quotation, and (3) they mainly used single-source citations to primarily support their own ideas, position an author’s opinions and/or findings, and acknowledge the author’s ideas. These findings reveal a general overview of students’ perceptions of plagiarism and use of citations in their course papers, thus providing implications for formal classroom instruction of writing from sources. |
| first_indexed | 2024-03-12T09:55:28Z |
| format | Article |
| id | doaj.art-692bf07a9ec349bfbd7d014dbc04be0d |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T09:55:28Z |
| publishDate | 2020-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-692bf07a9ec349bfbd7d014dbc04be0d2023-09-02T12:12:58ZengTaylor & Francis GroupCogent Education2331-186X2020-01-017110.1080/2331186X.2020.18557691855769Chinese undergraduate EFL learners’ perceptions of Plagiarism and use of citations in course papersMeihua Liu0Yong Wu1Tsinghua UniversityUniversity of PittsburghSource-based writing research has received much attention in recent years, which generally shows that both novice and expert EFL (English as a foreign language) writers have difficulties in writing from sources. As many Chinese institutes of higher education attach increasingly more importance to publications in international journals, citation and plagiarism become critical issues for both student and teacher researchers as well as the institutes. Nevertheless, not much research can be found on the issues with Chinese students, especially undergraduate students. The present study thus investigated Chinese undergraduate EFL learners’ perceptions of plagiarism and use of citations in their course papers. A total of 141 students from a highly prestigious university answered an open-ended questionnaire and 97 of them submitted course papers. Major findings were: (1) the students had a (fairly) good knowledge of plagiarism and identified various reasons for plagiarism in academic writing, (2) they used summary the most often when citing from sources, followed by paraphrase and quotation, and (3) they mainly used single-source citations to primarily support their own ideas, position an author’s opinions and/or findings, and acknowledge the author’s ideas. These findings reveal a general overview of students’ perceptions of plagiarism and use of citations in their course papers, thus providing implications for formal classroom instruction of writing from sources.http://dx.doi.org/10.1080/2331186X.2020.1855769source-based writingperceptionplagiarismcitationcourse paper |
| spellingShingle | Meihua Liu Yong Wu Chinese undergraduate EFL learners’ perceptions of Plagiarism and use of citations in course papers Cogent Education source-based writing perception plagiarism citation course paper |
| title | Chinese undergraduate EFL learners’ perceptions of Plagiarism and use of citations in course papers |
| title_full | Chinese undergraduate EFL learners’ perceptions of Plagiarism and use of citations in course papers |
| title_fullStr | Chinese undergraduate EFL learners’ perceptions of Plagiarism and use of citations in course papers |
| title_full_unstemmed | Chinese undergraduate EFL learners’ perceptions of Plagiarism and use of citations in course papers |
| title_short | Chinese undergraduate EFL learners’ perceptions of Plagiarism and use of citations in course papers |
| title_sort | chinese undergraduate efl learners perceptions of plagiarism and use of citations in course papers |
| topic | source-based writing perception plagiarism citation course paper |
| url | http://dx.doi.org/10.1080/2331186X.2020.1855769 |
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