Investigating Chinese University Students' Knowledge of and Attitudes toward Plagiarism from an Integrated Perspective.

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Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation (2023, background): “For decades, researchers have produced prolific evidence for the perception (Chien, 2017; Hu & Lei, 2012; Merkel, 2020), practice (Keck, 2006; Neumann et al., 2019), detection (Hayes & Introna, 2005; Stapleton, 2012) and countermeasures (Keck, 2010; Yeh, 2021) of plagiarism in writing.”
Chinese University Students’ Perceptions of Plagiarism (2015, background): “…2002; Sowden, 2005) and suggested that Chinese students’ “apparent condoning of what is regarded as plagiarism in Western academic circles does not reflect a cultural acceptance of the act but may result from a lack of knowledge about the Anglo-American notion of plagiarism” (Hu & Lei, 2012, p.26).”
Plagiarism in second-language writing (2014, methodology): “Various versions of judgement tasks have been used in more recent L2 writing research (e.g., Chandrasegaran 2000; Wheeler 2009; Hu & Lei 2012; Pecorari & Shaw 2012; Shi 2012).”
A comparison of Chinese and Australian university students' attitudes towards plagiarism (2016, background): “Furthermore, our findings indicate that while the majority of students in both China and Australia have strong attitudes against plagiarism, a minority nevertheless displayed concerning perceptions and understandings of plagiarism.”