Deconstructing Attitudes towards Plagiarism of Japanese Undergraduates in EFL Academic Writing Classes

Autor/in	Teeter, Jennifer
Titel	Deconstructing Attitudes towards Plagiarism of Japanese Undergraduates in EFL Academic Writing Classes
Quelle	In: English Language Teaching, 8 (2015) 1, S.95-109 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Qualitative Research; College Students; Science Instruction; Majors (Students); Student Attitudes; Plagiarism; English (Second Language); Academic Discourse; Writing Instruction; Second Language Instruction; Cultural Influences; Social Influences; Elementary Secondary Education; Higher Education; Technology Uses in Education; Educational Technology; Writing Assignments; Coding; Japan + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Plagiat; English as second language; English; Second Language; Englisch als Zweitsprache; Discourse; Diskurs; Schreibunterricht; Fremdsprachenunterricht; Cultural influence; Kultureinfluss; Sozialer Einfluss; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Codierung; Programmierung
Abstract	In this study, a qualitative analysis of 276 first-year Japanese university science major responses to plagiarism to deconstruct prevailing generalizations regarding the incidence of plagiarism by Japanese university students. These students were enrolled in a compulsory yearlong English academic writing course. While utilizing a contextualized incident, rather than generalized statements, to gain a more thorough understanding of students' perceptions of plagiarism, this study also seeks to address the current imbalances in English-language analyses on plagiarism in Japan which fail to incorporate Japanese-language sources and studies. In contrast to previous research based on hypotheses of cultural conditioning which assume students are ambivalent towards plagiarism, the students surveyed displayed a complex awareness of the educational and societal issues that frame occurrences of plagiarism and a desire to receive effective training in academic writing techniques, similar to their native English-speaking counterparts. Finally, the paper makes suggestions for pedagogy that empowers students with tools to critically navigate the dominant academic world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01