Plagiarism and overseas students: stereotypes again?

Ha, Phan Le

doi:10.1093/elt/cci085

Cited by 93 publications

(23 citation statements)

References 8 publications

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“…In fact, research has shown that inexperienced L2 writers often felt inferior to authors of source texts and therefore did not feel confident enough to engage with them at a deeper level (Hirvela & Du, 2013;Macbeth, 2010). another reason could be because in Vietnamese writing, direct quotations, or statements from well-known figures or authors (Phan, 2006), are more frequently employed and often considered more effective in strengthening an author's argument than paraphrasing. Since the use of direct quotes requires no changes of lexis or syntactic structures, this might explain why Vietnamese learners of English might not think it is necessary to change the source text dramatically by altering its words or sentence structures.…”

Section: Learners' Preferences Toward Paraphrasing Techniquesmentioning

confidence: 99%

Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English

Na¹,

Nguyen²

2017

LEiA

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Paraphrasing is an important skill in academic writing -it is a cognitive skill that requires higher order thinking and high proficiency inss both reading and writing. This research explored the paraphrasing ability of EFL learners at a tertiary institution in Vietnam and examined the challenges they face when paraphrasing. Data were collected from ten second-year English major students through (i) paraphrasing a given text and (ii) individual interviews. The findings revealed that participants frequently paraphrased using synonyms, but rarely changed syntactic structures. The interviews showed that the learners encountered several language-related difficulties when attempting to paraphrase, such as inadequate understanding of the source text and the lack of vocabulary to use when paraphrasing. This paper provides insights into EFL learners' paraphrasing abilities and suggests some implications as to what EFL teachers should focus on to help less experienced student writers improve their paraphrasing skills.

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Section: Learners' Preferences Toward Paraphrasing Techniquesmentioning

confidence: 99%

Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English

Na¹,

Nguyen²

2017

LEiA

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“…In order to demonstrate solidarity with a culture or a group, writers are inclined to read and write in a specific genre that helps the writers develop an identity consistent with that of a particular social group (Abasi et al 2006). Several researchers have addressed issues surrounding various culture attitudes toward the use of source texts (Chandrasoma et al 2004;Ha 2006;Pennycook 1996). For those cultures that highly value rote learning and memorization, students are more likely to repeat source texts.…”

Section: Introductionmentioning

confidence: 99%

Using a two-tier test in examining Taiwan graduate students’ perspectives on paraphrasing strategies

Sun

2009

Asia Pacific Educ. Rev.

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This study examines Taiwanese English as a foreign language (EFL) graduate students' perspectives on paraphrasing strategies. A two-layer scenario survey was developed to identify the reasoning behind students' judgments that certain paraphrasing is appropriate or inappropriate. The first-layer scenario survey is in a true-false format that consists of nine paraphrasing scenarios and that served to elicit from students their declarative knowledge of appropriate paraphrasing strategies. The second-layer scenario survey is in an open-ended question format that explores students' explanatory knowledge underlying their first-layer choices. In addition, an attitude survey and a demographic survey were designed and implemented to explore learner variables in relation to the learners' perspectives on paraphrasing strategies. A total of 141 EFL graduate students participated in the study. The results shed considerable light on students' diverse perceptions and reasoning regarding paraphrasing strategies. More than half of the students considered surface-level paraphrasing (patchwriting) to be acceptable strategy use. Significant correlation was found between students' responses to the acceptability of paraphrasing strategies and the following factors: (1) perceived difficulty in paraphrasing, (2) perceived value of appropriate source use, (3) perceived competence in overcoming the temptation to plagiarize, (4) perceived disadvantage as a foreign-language learner with paraphrasing, (5) gender, and (6) paraphrasing-related training. Pedagogical implications of the results are discussed.

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“…Student populations have also become more multicultural as access to Western universities has increased. If multicultural students' previous education differs from that of their Western teachers, mismatches in preconceptions of academic integrity and expectations of acknowledgment practices are particularly marked (Bloch, 2008;East, 2005;Gow, 2014;Pennycook, 1997;Phan Le Ha, 2006). More frequently, students are enrolling in a Western university through the convenience and familiarity of the digital world, so without even traveling to a new culture, they can meet alien academic expectations.…”

Section: The Need For Educative Responsesmentioning

confidence: 99%

Educational Responses to Academic Integrity

East

2016

Handbook of Academic Integrity

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Plagiarism and overseas students: stereotypes again?

Cited by 93 publications

References 8 publications

Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English

Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English

Using a two-tier test in examining Taiwan graduate students’ perspectives on paraphrasing strategies

Educational Responses to Academic Integrity

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