{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79726"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79726","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Patterns of Plagiarism Behavior in the ESL Classroom and the Effectiveness of Instruction in Appropriate Use of Sources","abstract":"The findings of this study show that these ESL graduate students had knowledge of plagiarism prior to taking the ESL class. However, their understanding of plagiarism did not stop them from plagiarizing in their essays. After receiving instruction in appropriate source use, students' plagiarism behavior changed in the following ways. They included more source use in their post-diagnostic essays, reduced the percentage of plagiarism and undocumented source use, and incorporated a variety of documentation styles in their post-diagnostics. In addition, they could recognize plagiarized writing samples and even explain to what extent these writings plagiarized. These changes indicated that the instruction in appropriate source use was effective. Students' more thorough understanding of plagiarism and their suggestions on what techniques people could use to avoid plagiarizing, which were revealed in the post-instruction interviews, further confirm the effectiveness of instruction.","abstract_html":"The findings of this study show that these ESL graduate students had knowledge of plagiarism prior to taking the ESL class. However, their understanding of plagiarism did not stop them from plagiarizing in their essays. After receiving instruction in appropriate source use, students' plagiarism behavior changed in the following ways. They included more source use in their post-diagnostic essays, reduced the percentage of plagiarism and undocumented source use, and incorporated a variety of documentation styles in their post-diagnostics. In addition, they could recognize plagiarized writing samples and even explain to what extent these writings plagiarized. These changes indicated that the instruction in appropriate source use was effective. Students' more thorough understanding of plagiarism and their suggestions on what techniques people could use to avoid plagiarizing, which were revealed in the post-instruction interviews, further confirm the effectiveness of instruction.","abstract_has_math":false,"creators":["Hsu, Angela Yi-Ping"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Erica McClure"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:12Z","date_published":"2015-09-25T19:53:12Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Higher"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3086086"],"render_values":[{"text":"(MiAaPQ)AAI3086086","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79726","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Erica McClure"]},{"key":"dc:creator","label":"Author","values":["Hsu, Angela Yi-Ping"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:12Z","10000-01-01","2003"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Higher"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79726","(MiAaPQ)AAI3086086"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The findings of this study show that these ESL graduate students had knowledge of plagiarism prior to taking the ESL class. 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However, their understanding of plagiarism did not stop them from plagiarizing in their essays. After receiving instruction in appropriate source use, students' plagiarism behavior changed in the following ways. They included more source use in their post-diagnostic essays, reduced the percentage of plagiarism and undocumented source use, and incorporated a variety of documentation styles in their post-diagnostics. In addition, they could recognize plagiarized writing samples and even explain to what extent these writings plagiarized. These changes indicated that the instruction in appropriate source use was effective. Students' more thorough understanding of plagiarism and their suggestions on what techniques people could use to avoid plagiarizing, which were revealed in the post-instruction interviews, further confirm the effectiveness of instruction.","Made available in DSpace on 2015-09-25T19:53:12Z (GMT). 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