This study investigates the awareness of plagiarism and MLA citations among multilingual college students. It is an example of action research that began Fall Quarter 2013. The study conducted at Eastern Washington University in an English Composition for Multilingual Writers class involved students from Japan, Saudi Arabia, France, Germany, Spain, and China. The researcher used journal prompts to identify multi-lingual students' perception of plagiarism. The class had been designed to prepare the students for Standard American English composition writing. Students were given reading material and asked to cite and to paraphrase sentences and paragraphs. The data was analyzed, and the raters identified five categories of unintentional plagiarism. The results suggest that students, regardless of their academic and cultural history, need maximum opportunities to practice paraphrasing, summarizing, and citing sources all to prevent unintentional plagiarism.
","abstract_html":"<p>This study investigates the awareness of plagiarism and MLA citations among multilingual college students. It is an example of action research that began Fall Quarter 2013. The study conducted at Eastern Washington University in an English Composition for Multilingual Writers class involved students from Japan, Saudi Arabia, France, Germany, Spain, and China. The researcher used journal prompts to identify multi-lingual students' perception of plagiarism. The class had been designed to prepare the students for Standard American English composition writing. Students were given reading material and asked to cite and to paraphrase sentences and paragraphs. The data was analyzed, and the raters identified five categories of unintentional plagiarism. The results suggest that students, regardless of their academic and cultural history, need maximum opportunities to practice paraphrasing, summarizing, and citing sources all to prevent unintentional plagiarism.</p>","abstract_has_math":false,"creators":["Gullon, Jacqueline D."],"institution":null,"degree_name":"Master of Arts (MA) in English: Teaching English as a Second Language","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:13:29Z","subjects":["Case studies","Plagiarism","English language--Study and teaching (Higher)--Foreign speakers--Case studies","English language--Composition and exercises--Study and teaching (Higher)--Washington (State)--Cheney","Action research in education","English language--Composition and exercises--Study and teaching (Higher)","English language--Study and teaching (Higher)--Foreign speakers","Bilingual, Multilingual, and Multicultural Education","Language and Literacy Education"],"languages":[],"rights":["Access is available to all users"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.ewu.edu/theses/350","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Gullon, Jacqueline D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA) in English: Teaching English as a Second Language"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Case studies","Plagiarism","English language--Study and teaching (Higher)--Foreign speakers--Case studies","English language--Composition and exercises--Study and teaching (Higher)--Washington (State)--Cheney","Action research in education","English language--Composition and exercises--Study and teaching (Higher)","English language--Study and teaching (Higher)--Foreign speakers","Bilingual, Multilingual, and Multicultural Education","Language and Literacy Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Access is available to all users"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.ewu.edu/theses/350"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigates the awareness of plagiarism and MLA citations among multilingual college students. It is an example of action research that began Fall Quarter 2013. The study conducted at Eastern Washington University in an English Composition for Multilingual Writers class involved students from Japan, Saudi Arabia, France, Germany, Spain, and China. The researcher used journal prompts to identify multi-lingual students' perception of plagiarism. The class had been designed to prepare the students for Standard American English composition writing. Students were given reading material and asked to cite and to paraphrase sentences and paragraphs. The data was analyzed, and the raters identified five categories of unintentional plagiarism. The results suggest that students, regardless of their academic and cultural history, need maximum opportunities to practice paraphrasing, summarizing, and citing sources all to prevent unintentional plagiarism.
"]},{"key":"dc:title","label":"Title","values":["Multilingual writers' unintentional plagiarism: action research in college composition"]}]}],"canonical_facts":{"dc:creator":["Gullon, Jacqueline D."],"dc:description.abstract":["This study investigates the awareness of plagiarism and MLA citations among multilingual college students. It is an example of action research that began Fall Quarter 2013. The study conducted at Eastern Washington University in an English Composition for Multilingual Writers class involved students from Japan, Saudi Arabia, France, Germany, Spain, and China. The researcher used journal prompts to identify multi-lingual students' perception of plagiarism. The class had been designed to prepare the students for Standard American English composition writing. Students were given reading material and asked to cite and to paraphrase sentences and paragraphs. The data was analyzed, and the raters identified five categories of unintentional plagiarism. The results suggest that students, regardless of their academic and cultural history, need maximum opportunities to practice paraphrasing, summarizing, and citing sources all to prevent unintentional plagiarism.
"],"dc:identifier":["https://dc.ewu.edu/theses/350"],"dc:rights":["Access is available to all users"],"dc:subject":["Case studies","Plagiarism","English language--Study and teaching (Higher)--Foreign speakers--Case studies","English language--Composition and exercises--Study and teaching (Higher)--Washington (State)--Cheney","Action research in education","English language--Composition and exercises--Study and teaching (Higher)","English language--Study and teaching (Higher)--Foreign speakers","Bilingual, Multilingual, and Multicultural Education","Language and Literacy Education"],"dc:title":["Multilingual writers' unintentional plagiarism: action research in college composition"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts (MA) in English: Teaching English as a Second Language"]},"updated_at":"2026-07-24T02:13:29Z"}