Students` Behaviors and Views of Paraphrasing and Plagiarism in an EFL Academic Setting
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This study examines EFL skillful writers` and less skillful writers` performance and perceptions of paraphrase and plagiarism, the extent to which their performance matches perceptions, and factors for their plagiarism. Ninety-five postgraduates and undergraduates in Taiwan accomplished a paraphrasing task and a questionnaire. The findings found a mismatch between the participants` behaviors and perceptions. The participants tended to deny having committed plagiarism and claimed they were aware of the importance of paraphrase. However, such belief has contrasted sharply with their behaviors in the paraphrasing task in which both postgraduates and undergraduates failed to produce acceptable paraphrasing tasks. Correct paraphrases were scarcely detected in their paraphrasing tasks. The reasons for the gap included not having explicitly learned paraphrase, unsuccessful transfer of paraphrasing knowledge to their writing due to the lack of experience and practice, and influence of their citation practice in Chinese writing. And the undergraduates plagiarized more strings of words than the graduate students. The possible reasons could include the undergraduates` less sufficient metacognitive knowledge and metacognitive strategies, as well as their immature cognitive development, which need further investigation. Reasons for the participants` plagiarism included their limited English writing abilities and difficulties in rephrasing sources, insufficient knowledge and practice on paraphrase and citation, and lack familiarity with the topic. This study suggests that to elevate EFL students` awareness and performance in paraphrasing, improving their English proficiency and metacognition may be necessary. In addition, awareness of the differences between English and Chinese citation practice, and explicit discussions and continuous practice on paraphrase and citation should be emphasized in EFL writing classes.
Abstract
This study examines EFL skillful writers` and less skillful writers` performance and perceptions of paraphrase and plagiarism, the extent to which their performance matches perceptions, and factors for their plagiarism. Ninety-five postgraduates and undergraduates in Taiwan accomplished a paraphrasing task and a questionnaire. The findings found a mismatch between the participants` behaviors and perceptions. The participants tended to deny having committed plagiarism and claimed they were aware of the importance of paraphrase. However, such belief has contrasted sharply with their behaviors in the paraphrasing task in which both postgraduates and undergraduates failed to produce acceptable paraphrasing tasks. Correct paraphrases were scarcely detected in their paraphrasing tasks. The reasons for the gap included not having explicitly learned paraphrase, unsuccessful transfer of paraphrasing knowledge to their writing due to the lack of experience and practice, and influence of their citation practice in Chinese writing. And the undergraduates plagiarized more strings of words than the graduate students. The possible reasons could include the undergraduates` less sufficient metacognitive knowledge and metacognitive strategies, as well as their immature cognitive development, which need further investigation. Reasons for the participants` plagiarism included their limited English writing abilities and difficulties in rephrasing sources, insufficient knowledge and practice on paraphrase and citation, and lack familiarity with the topic. This study suggests that to elevate EFL students` awareness and performance in paraphrasing, improving their English proficiency and metacognition may be necessary. In addition, awareness of the differences between English and Chinese citation practice, and explicit discussions and continuous practice on paraphrase and citation should be emphasized in EFL writing classes.
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