NESB and ESB students' attitudes and perceptions of plagiarism

By Stephen Marshall, Maryanne Garry. 2006

110 citations recorded by the source corpus.

Concern about plagiarism by students from non-English speaking backgrounds (NESB) has grown apace with the increased numbers of international students attending western institutions. We present an exploration of student attitudes, perceptions and understandings of intellectual property, particularly plagiarism and copyright, and explore potential differences between NESB and ESB (English speaking background) students. The results indicate that while NESB students are more likely have engaged in plagiarism than ESB students, plagiarism overall is very common and reflects a combination of disrespect for material from the Internet and significant confusion about what actually constitutes plagiarism.

Subfields: Artificial Intelligence, Marketing, Safety Research

View Paper: https://www.semanticscholar.org/paper/1e9b95a9eaa5200f6715b1508185cd3de4dae4e6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. D. Pecorari
2. Bojana Petrić
3. David F. Feldon
4. S. Howard

In Safety Research

1. Bojana Petrić
2. G. Curtis
3. L. Vardanega
4. P. Newton
5. D. Pecorari
6. Jasper Roe
7. A. Maxwell
8. Rowena Harper

Citations in the corpus

• Does culture influence understanding and perceived seriousness of plagiarism (2008, background): “International students are one particular group that has been at the centre of the discussions due to their reported difficulties in understanding the concept of plagiarism (Deckert, 1992; Evans & Youmans, 2000; Marshall & Garry, 2006).”
• Contract cheating: a survey of Australian university students (2019, background): “This confirms numerous studies which have highlighted that breaches such as plagiarism are a particular concern for LOTE students (Marshall and Garry 2006; Pecorari 2003; Vieyra, Strickland, and Timmerman 2013).”
• Plagiarism in second-language writing (2014, background): “…of source use, L2 writers often give unexpected answers (Deckert 1993; Chandrasegaran 2000; Shi 2006); in direct comparison, some source-use strategies are more frequently identified as plagiarism by L1 than by L2 writers (Hayes & Introna 2005; Marshall & Garry 2006; Sivasubramaniam 2006).”
• A comparison of Chinese and Australian university students' attitudes towards plagiarism (2016, background): “This lack of awareness of what does and does not constitute plagiarism is consistent with other Australian (Devlin and Gray 2007; Marshall and Garry 2006; SongTurner 2008) and Chinese studies (Hu and Lei 2012; Mu 2010).”
• Weeds in the flower garden: An exploration of plagiarism in graduate students' research proposals and its connection to enculturation, ESL, and contextual factors (2010, background): “Students, however, may fail to understand its “many subtleties” (Power, 2009; Marshall & Garry, 2006).”
• Reducing plagiarism through academic misconduct education (2020, background): “…language ability and the propensity to commit plagiarism (Abasi and Graves 2008; Bretag 2007; Chen and Ku 2007; Goh 2015; Jones 2011; Li 2015; Marshall & Garry 2006; Perkins et al. 2018; Pennycook 1996; and Walker and White 2014), BUV must be more aware of the potential threats of plagiarism…”