Patterns of Plagiarism Behavior in the ESL Classroom and the Effectiveness of Instruction in Appropriate Use of Sources
Hsu, Angela Yi-Ping
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https://hdl.handle.net/2142/79726
Description
Title
Patterns of Plagiarism Behavior in the ESL Classroom and the Effectiveness of Instruction in Appropriate Use of Sources
Author(s)
Hsu, Angela Yi-Ping
Issue Date
2003
Doctoral Committee Chair(s)
Erica McClure
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Higher
Language
eng
Abstract
The findings of this study show that these ESL graduate students had knowledge of plagiarism prior to taking the ESL class. However, their understanding of plagiarism did not stop them from plagiarizing in their essays. After receiving instruction in appropriate source use, students' plagiarism behavior changed in the following ways. They included more source use in their post-diagnostic essays, reduced the percentage of plagiarism and undocumented source use, and incorporated a variety of documentation styles in their post-diagnostics. In addition, they could recognize plagiarized writing samples and even explain to what extent these writings plagiarized. These changes indicated that the instruction in appropriate source use was effective. Students' more thorough understanding of plagiarism and their suggestions on what techniques people could use to avoid plagiarizing, which were revealed in the post-instruction interviews, further confirm the effectiveness of instruction.
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