Plagiarism in ESOL students: is cultural conditioning truly the major culprit?
By Dilin Liu. 2005
198 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/9db8d7293f35323b8a6048c14980006f1b3ae64e
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Plagiarism in second-language writing (2014, background): “In fact, the concept of “plagiarism” as an immoral practice has existed in China for a very long time’ (Liu 2005: 235).”
- Chinese University Students’ Perceptions of Plagiarism (2015, background): “This culturally essentialist explanation, however, has been roundly rejected by other academics (e.g., Evans & Youmans, 2000; Flowerdew & Li, 2007b; Lei & Hu, 2014; Liu, 2005; Phan, 2006) who view plagiarism as consequential on a complex of factors such as different conceptions of plagiarism, limite”
- The role of feedback in cross-cultural learning: a case study of Chinese taught postgraduate students in a UK university (2013, background): “An interesting recent exchange on this issue with regard to East Asian students in western universities focused on whether or not such practices should be considered culturally embedded (Sowden 2005a , 2005b ; Liu 2005 ).”
- Peer feedback in second language writing (2005–2014) (2016, background): “Hansen & Liu (2005) provided concrete principles (e.g. discuss students’ prior experiences with peer feedback and group work; provide students with linguistic strategies; model the peer feedback process) to guide teachers to develop effective peer feedback tasks before, during, and after peer…”