Journal of English Teaching through Movies and Media 2015;16(1):153-169.
Published online March 30, 2015.
Mitigating Plagiarism With English Language Learners Through Collaborative Writing Programs:A Review of the Literature
Jason Fuqua, Hannah R. Gerber, Nancy K Vottenler
Abstract
Many students are first introduced, during their orientations on a university campus, about the use of plagiarism in their academic writing. It is something all students have all had to deal with in their academic careers. However, not all students adhere to the rules of not plagiarizing on academic papers in higher education settings. Many non-native English speaking students and professors do not follow the rules of the university plagiarism policies. Not adhering to the rules could lead to serious consequences for the non-native English speaker that they were either unaware of or imagined they could circumvent because of what occurred in their past university’s system. The participants included in the reviewed studies are of East Asian ethnicity attending Western universities. The study examines the literature and posits that Google Drive is capable of assisting students’ collaboration on writing assignments in the university setting. The results indicate four areas of interest for educators to be aware of: patchwriting, culture, the inability among native English speaking and non-native English speaking professors to teach the proper skills needed to solve the problems faced by students who plagiarize, and there needs to be communication with the academic advisors of English language learning students.
Key Words: Patchwriting;communicative language teaching;plagiarism;NNES;plagiarism in EFL context;teaching English as a second language;digital plagiarism and academic dishonesty
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