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dc.contributor.authorMerkel, Warren
dc.description.abstractIn recent decades, a wealth of studies on second language writing and plagiarism have emerged, particularly with the increase of international students enrolling in academic institutions that favor English‐medium instruction. In most of these studies, the plagiarism‐related variables (e.g., paraphrase) under scrutiny are determined by the researcher prior to the study being conducted; few studies, however, have examined plagiarism‐related variables as determined by students. The purpose of this study was to investigate five undergraduate L2 students’ experiences and concerns with source‐based writing and plagiarism over the course of one semester within the context of the students’ in‐semester coursework assignments. Results show that mitigating factors, such as the context of assignment guidelines, disoriented students as they worked on their assignments. These factors, in turn, played a critical role in the agential moves students made to complete their assignments and the efforts they put forth to become members of their academic communities. Pedagogical implications for instructors of English as a second language and writing tutors are discussed.nb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleA case study of undergraduate L2 writers’ concerns with source‐based writing and plagiarismnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.source.journalTESOL Journalnb_NO
dc.description.localcode© 2019 The Author. TESOL Journal published by Wiley Periodicals, Inc. on behalf of TESOL International Association This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.nb_NO
cristin.unitnameInstitutt for lærerutdanning

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Navngivelse 4.0 Internasjonal
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