Chinese University EFL Teachers’ Knowledge of and Stance on Plagiarism = Conocimientos y actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas

Hu, Guangwei and Sun, Xiaoya Chinese University EFL Teachers’ Knowledge of and Stance on Plagiarism = Conocimientos y actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas. Comunicar, 2016, vol. 24, n. 48, pp. 29-37. [Journal article (Paginated)]

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Alternative locations: http://dx.doi.org/10.3916/C48-2016-03

English abstract

Plagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiarism.

Spanish abstract

El plagio ha generado preocupaciones crecientes en el círculo académico en las últimas décadas. Aunque estudios anteriores han investigado el plagio del estudiante desde varias perspectivas, todavía hay poca investigación sobre cómo los profesores universitarios entienden el plagio y responden ante él, especialmente en contextos escritos en la enseñanza del inglés como lengua extranjera (EFL). Como expertos académicos y educadores de futuros académicos, los profesores universitarios desempeñan un papel clave en la formación de los estudiantes contra el plagio y en la defensa de la integridad académica. Sus conocimientos y actitudes con respecto al plagio no solo tienen una influencia crucial sobre las percepciones estudiantiles hacia el plagio, sino que también pueden proporcionar ideas sobre cómo las universidades resuelven el problema. El presente estudio pretende abordar este desequilibrio en la investigación sobre el plagio, centrándose en una muestra de 108 profesores de 38 universidades chinas. Basándose en datos cuantitativos y cualitativos obtenidos de juicios textuales y de redacciones, se examina: 1) si los docentes de EFL en universidades chinas comparten los conceptos angloamericanos del plagio; 2) qué postura tienen en los casos de plagio detectados; 3) qué factores pueden influir en sus comprensiones. Los resultados de este estudio problematizan la opinión popular y simplista de que los escritores chinos de inglés como lengua extranjera son indulgentes en cuanto al plagio, y señalan que las experiencias académicas y educativas tienen mucha influencia sobre sus percepciones y actitudes hacia el plagio.

Item type: Journal article (Paginated)
Keywords: plagiarism, second language, Chinese universities, English language teachers, academic integrity, attitude, knowledge, academic socialization, plagio, segunda lengua, universidades chinas, docentes de inglés, integridad académica, actitud, conocimiento, socialización académica
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 02 Aug 2016 07:44
Last modified: 02 Aug 2016 07:47
URI: http://hdl.handle.net/10760/29611

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