Rationale
Copying content from the web is a simple process; you can easily select text, copy it, and paste it into your document in just moments This convenience raises the question of why not include it directly in your writing, especially when it seems no one would notice However, it is essential to consider the implications of such actions.
Plagiarism is a serious and growing issue that undermines the academic integrity of university education In today's digital age, the vast availability of online documents makes it increasingly easy for students to engage in plagiarism, often resorting to "copy-and-paste" tactics when faced with tight deadlines Despite the awareness of this problem, the actual extent of academic misconduct is likely much greater than reported Recent studies indicate a rise in plagiarism and academic fraud among undergraduates, with many high school students failing to recognize that cutting and pasting from the Internet constitutes cheating.
A concerning trend in universities is the increasing prevalence of plagiarism, primarily due to students' lack of awareness about its wrongness According to Professor Don McCabe from the Center for Academic Integrity (CAI), around 70% of students on most campuses admit to cheating, with internet plagiarism becoming a significant issue While only 10% of students acknowledged engaging in plagiarism in 1999, this figure surged to nearly 40% by 2005, highlighting a dramatic rise in dishonest academic behavior.
Plagiarism has surged among Vietnamese students, with a recent study by QT789 Groups (2013) revealing that 58% of students view it as acceptable, and 75% admitting to having plagiarized at least once during their university studies This widespread issue has led a foreign scholar to assert that there exists a "cheating culture" among students in Vietnam (cited in Ngo Tu Lap).
In Vietnam, it is common for students to purchase ready-made assignments or theses from photocopy shops, as highlighted by Hoang Minh Luong in the talk show 'copy-paste' (SIB, 2014) He describes this practice as a form of intellectual theft, referring to plagiarism as "intellectual corruption."
As a high school teacher with limited access to academic settings, the author sought to explore the issue of plagiarism in higher education This led to a minor research project titled “An Investigation into the State of Plagiarism in Writing Assignments Among Third-Year English Majors at a Vietnamese University and Some Preventive Teaching Strategies.” Recognizing the seriousness of academic plagiarism, the author aimed to examine the prevalence of plagiarism and the awareness levels of both students and teachers, hoping to provide valuable insights into this critical issue.
Purpose of the study
This study seeks to enhance understanding of plagiarism among students at NEU and proposes preventative teaching strategies to mitigate this academic misconduct To achieve this goal, the research will focus on specific objectives that guide its exploration of the issue.
- obtaining students’ awareness at one of Vietnamese Universities regarding plagiarism
- investigating the state of plagiarism at university in terms of forms and seriousness
- identifying some preventative teaching strategies for raising awareness of students and improving academic practice
Research questions
This study aims to assess Vietnamese students' understanding of plagiarism in academic writing and to investigate the prevalence of plagiarism among them The research focuses on key questions related to students' awareness and attitudes towards plagiarism in their academic work.
- What is students’ awareness of plagiarism at the university?
- What are some common forms of plagiarism committed by university students?
- What are some ways to raise awareness of plagiarism among students?
- What are some preventative teaching strategies in order to reduce plagiarism among students?
Scope of the study
This study aimed to assess university students' awareness of plagiarism, identify the common types of plagiarism they engage in, and explore the underlying factors contributing to these behaviors Given the time constraints and limited scope of a minor thesis, the research focused specifically on these aspects at the target university The findings led to recommendations for educators on effective teaching strategies to enhance students' understanding of plagiarism and reduce its occurrence.
The study was limited to the area of teaching and learning academic writing skills among 60 third –year students majored in English and 12 teachers in FLF of NEU
Significance of the study
This study addresses the underexplored issue of plagiarism in academic writing among university students in Vietnam, aiming to enhance the academic landscape in the country It is anticipated that the findings will be valuable for teachers, educators, and researchers in related fields, contributing to a deeper understanding of academic integrity in educational settings.
The study's findings will significantly enhance students' academic writing skills by equipping them with essential critical reading and reference citation techniques, ultimately helping them avoid plagiarism.
The findings of this study provide teachers with valuable insights into effective academic writing instruction, offering preventive teaching strategies that can help students address and overcome issues related to academic dishonesty.
Educationists can utilize the findings from this study to implement essential changes in the curriculum and facilities, aiming to reduce academic misconduct and enhance the overall academic environment in Vietnam.
• The research will serve as the foundation for further related researches Other researchers may also take the strengths and weaknesses of the study into account to better theirs.
Design of the study
This minor thesis consists of three parts: the introduction, the development and the conclusion
Part A: Introduction This part presents the rationale, the aim and objectives of the study, scope of the study, method of the study and design of the study
Part B: Development It is divided into 4 chapters:
Chapter 1: Theoretical background This chapter discusses the theoretical background and previous studies relevant to the study
Chapter 2: Research methodology It discusses the research questions, the approach adopted, the methods of collecting data, the data collection procedure (timeline), and data analysis methods
Chapter 3: Data analysis and discussion It shows the detailed results of the surveys and covers a comprehensive analysis on the data collected from questionnaires and discourse analysis
Chapter 4: Findings and recommendations This part shows the findings and suggests some preventive teaching strategies
Part C: Conclusion This part includes an overview of the study, suggestions for further research and limitations of the study.
THEORETICAL BACKGROUND
Theoretical background
Plagiarism is a complex and often debated issue among educators and scholars globally, making it challenging to define precisely This section aims to clarify the concept by referencing previous studies on the topic.
Plagiarism, derived from the Latin word “plagiarius” meaning “kidnapper,” is defined as the false assumption of authorship, involving the wrongful act of taking someone else's ideas and presenting them as one's own This act constitutes both intellectual theft and fraud, as it involves using another person's work without proper acknowledgment Morally and ethically, plagiarism is considered literary theft, with academics like Ragen (1987) asserting that failing to credit the original creator is unequivocally theft The condemnation of plagiarism has been widely recognized, emphasizing its immorality in both academic and literary contexts.
Despite researchers' concerns about plagiarism, its prevalence among students continues to rise In response, many universities have implemented strict penalties for this unethical behavior However, it is crucial to recognize that many students engage in plagiarism due to a lack of understanding of the concept By providing a clear definition of plagiarism and outlining acceptable practices, institutions can significantly aid in reducing its occurrence.
(2005) has documented the term plagiarism clearly as using other’s ideas and words without clearly acknowledging the source of that information or just simple like
“taking credit for work that is not really theirs[writers] (Wilhoit, 2009:225)
Learning Support Network Curtin University of Technology (2005:4) states that
“plagiarism means presenting the work or property of another personas one’s own, without appropriate acknowledgement or referencing.”
To sum up, plagiarism is a hard defined concept However, Harris (2001: 133) may offer the most easily understandable definition of plagiarism when he states that:
Plagiarism occurs when sources are not properly cited, leading to the misrepresentation of someone else's ideas as your own It is important to understand that even if you paraphrase or rewrite the original text, failing to credit the source can still constitute plagiarism Education aims to teach individuals how to appropriately acknowledge and utilize the ideas of others Whether you are using information from books, lectures, websites, or any other source, it is essential to provide proper citations to give credit to the original authors Remember, no source should go uncited.
Plagiarism is sometimes a moral and ethical offense rather than a legal one since some instances of plagiarism fall outside the scope of copyright infringement, a legal offense (Gibaldi, 2003: 66)
Textual plagiarism, as defined by Pecorari (2008), involves reusing words or ideas from another source without proper attribution He categorizes it into two types: prototypical plagiarism, which involves intentional deception, and patch-writing, which lacks deceptive intent Prototypical plagiarism is characterized by the deliberate use of another's words or ideas to mislead, while patch-writing includes copying from a source and making minor alterations, such as changing words or grammatical structures According to Rebecca Howard (1999), patch-writing is often an inevitable part of a writer's learning process, helping them navigate new discourse communities and enhance their understanding of complex texts, vocabulary, and stylistic choices.
Patch-writing allows novice writers to develop their skills in a structured way, utilizing the linguistic choices of source authors for guidance It arises from their need for support during the writing process, rather than from a desire to mislead readers Consequently, patch-writing and typical plagiarism can be categorized as forms of textual plagiarism, differentiated by the writer's intention to deceive.
Figure 1.1 Types of plagiarism (Pecorari, 2008: 5)
To make it clear, some scholars define textual plagiarism into two types: unintentional plagiarism and intentional plagiarism in term of with and without intention of plagiarizing
Unintentional plagiarism occurs when students fail to properly credit the words or ideas of others, often due to a lack of understanding Common examples include missing citations, inaccurately citing sources, and inadequate paraphrasing that alters only the sentence structure without changing the original wording Additionally, some students may misquote by using quotation marks around only part of a source This issue can stem from a writer's difficulty in recalling the origin of an idea, whether it was encountered in a past reading, a forgotten lecture, or through secondhand information from peers.
Intentional plagiarism is a serious form of academic dishonesty, occurring when a writer or researcher deliberately copies the ideas or language of others and presents them as their own This often involves students requesting essays from peers or downloading content from online sources without proper citation Such actions are typically aimed at misleading educators, although there may be instances where a student is unaware that these practices are prohibited (Wendy, 2008: 30-31).
Plagiarism, as defined by Gibaldi (2003:70-71), primarily involves submitting a paper authored by someone else as if it were your own work Additionally, it encompasses various other forms, such as neglecting to credit sources, which includes directly copying or paraphrasing another’s words, utilizing a particularly well-crafted phrase, or rephrasing someone else's argument or thought process without proper acknowledgment.
Wilhoit (2009: 225-228) makes it clear by identifying seven forms of plagiarism that covers both the presence and absence of intention to deceive as followed:
- Purchasing a paper: buying a paper from other and turning it in as if it were one’s own
- Turning in a paper someone else has written for you: letting one take credit for work the other has actually completed
- Turning in another student’s work without that student’s knowledge: searching another student’s file or paper on computer and turning it in as if it were your own
- Copying a paper from a source text without proper acknowledgement: copying directly the whole or part of an essay from electronic materials without proper quotation and documentation
- Copying material from a source text, supplying proper documentation, but leaving out the quotation marks
- Paraphrasing material from a reading without proper documentation: using your own words to paraphrase the source text without documenting the passage properly is a kind of stealing the other’s ideas
Plagiarism can range from blatant acts, such as intentionally submitting someone else's work as one's own, to unintentional mistakes, like failing to properly cite a quote or unconsciously echoing a memorable phrase While deliberate plagiarism reflects dishonesty, unintentional plagiarism often stems from carelessness or lack of effort Regardless of intent, both types can tarnish a writer's credibility in the eyes of readers.
1.1.4 Why students tend to plagiarize?
Plagiarism is a significant issue in academic integrity, particularly among students Research indicates that various factors contribute to this behavior According to Sentleng (2010: 58-59), the reasons behind student plagiarism can be categorized into five distinct groups.
- School instruction: the roots of plagiarism can be traced to high school instruction as learners have earned good grades (Walker 1998: 93)
The factors influencing academic performance can be divided into subjective and objective categories Subjective factors encompass individual attitudes, personal circumstances, ambition, and the competitive nature of students, often leading to a disregard for established norms and standards In contrast, objective factors involve external pressures and expectations from society, family, and other sources, as well as the demand for skilled professionals Consequently, the lack of sufficient subject knowledge may compel students to replicate information directly from their sources.
Many students lack essential academic writing skills, as noted by Lloyd (2007: 52), highlighting the need for consistent reminders about the importance of referencing It is crucial to teach students various referencing methods and techniques, as well as the importance of acknowledging all forms of intellectual material.
To effectively reduce plagiarism, Wendy (2008: 5) emphasizes the importance of lecturers putting thought into assignment design This includes avoiding overly generic topics, ensuring that the same subjects are not repeated annually, and creating assignments that are not easily accessible online.
The internet, being a public domain, leads students to view online information as freely accessible, which has unfortunately facilitated plagiarism With the ability to easily cut and paste content into word-processed documents, students can download complete essays, assignments, and articles, often at no cost or for a fee (Lathrop & Foss 2000: 22-24).
Review previous studies
Recent studies have highlighted a troubling rise in plagiarism among college students, despite their awareness of its unethical nature Research by David R Neumann (2002) revealed that approximately 90 percent of students consider significant acts of plagiarism to be unethical In educational contexts in the Far East, plagiarism is similarly perceived as a morally wrong act akin to stealing someone else's work.
Recent studies indicate that plagiarism is a growing issue among university students, with research showing that 70% of undergraduates admitted to cheating in some form (McCabe, 2005) The incidence of cheating varies, with estimates ranging from 50% to 75% of students (Park, 2003) Factors contributing to this trend include both subjective and objective causes, with some researchers suggesting that Asian students may plagiarize more due to cultural differences in understanding the importance of source acknowledgment (Yamada, 2003) However, critics argue that such claims oversimplify the issue, highlighting that heavy penalties for copying exist in many Asian countries and that differences in educational backgrounds lead to unintentional plagiarism (Ha, 2006; Thao Doan, 2012; Liu, 2005) For instance, Vietnamese students often struggle with proper referencing in Western academic settings, as their education emphasizes merely naming authors without including publication details Additionally, a lack of critical thinking skills and awareness of plagiarism's consequences further exacerbates the problem among Vietnamese students.
To effectively tackle the issue of plagiarism, Dujsik (2002: 24) suggests four key strategies: implementing strict penalties to ensure compliance with academic procedures, raising awareness about plagiarism through detailed discussions, monitoring the writing process by breaking tasks into manageable steps, and teaching essential citation skills such as quoting, paraphrasing, and summarizing In contrast, Sherman (1991: 194-195) proposes an innovative approach with a cultural syllabus, allowing students to enhance their intellectual expression without discarding their existing thought patterns, thereby fostering appropriate communication skills for their academic environment.
Plagiarism is a widely discussed issue among researchers globally, with students engaging in various forms of it These range from unintentional acts, such as providing verbatim answers and rote-learning for exams, to deliberate theft of others' work The reasons for plagiarism differ by region; for instance, Asian students often struggle with a lack of awareness about plagiarism and citation skills, as well as insufficient teacher oversight during writing, while Italian students face their own unique challenges (Sherman, 1991).
192 – 193) do so because they fail to distinguish fact from opinion, to develop argument or just because they want to maintain their “bella figura”
Plagiarism remains a complex issue in Vietnam, with limited research exploring this academic misconduct Most existing studies focus on students' awareness and attitudes towards plagiarism, primarily involving overseas Vietnamese students influenced by Western academic practices, making their findings less applicable to Vietnamese universities To address this gap, I am conducting a study titled "An Investigation into the State of Plagiarism in Writing Assignments Among Third-Year English Majors at a Vietnamese University," aiming to provide valuable insights for EFL teachers and enhance my teaching practice.
RESEARCH METHODOLOGY
Research questions
This study explores the awareness of plagiarism among students and teachers, focusing on English majors It aims to address key research questions related to the prevalence of plagiarism in this demographic, drawing insights from existing literature.
1 What is students’ awareness of plagiarism at the university?
2 What are some common forms of plagiarism committed by university students?
3 What are some ways to raise awareness of plagiarism among students?
4 What are some preventative teaching strategies in order to reduce plagiarism among students?
Research methodology
Qualitative and quantitative methods are essential for addressing research questions effectively As noted by Morse (2003), employing multiple research approaches within a program allows for a more comprehensive understanding of human behavior and experiences, facilitating quicker achievement of research objectives This mixed-method approach yields detailed insights into the subject matter, with qualitative data gathered through discourse analysis and quantitative data collected via questionnaires.
Survey questionnaires and discourse analysis are essential tools for data collection, with discourse analysis enhancing the validity of survey findings This analysis involved examining students' essays, using Birmingham University's plagiarism policies as a benchmark for assessing the seriousness of plagiarism As a result, the findings are more reliable, enabling researchers to better understand student plagiarism and propose effective preventative teaching strategies.
Questionnaires are valuable tools for both exploration and confirmation in research They effectively measure attitudes and reveal participants' thought processes As noted by Dürnyei, questionnaires are chosen for their multiple advantages and their particular suitability for quantitative research.
2003) In this study, questionnaires were designed to investigate students’ awareness of plagiarism and factors hind students’ misbehavior
2.2.1.1 The questionnaire for the students
The study utilized a questionnaire composed of 12 closed questions, all written in English, which was piloted with five students prior to distribution to a larger audience The questionnaire aimed to identify factors that impede students' writing performance and assess their awareness of plagiarism Key areas of focus included the types of plagiarism committed by students, the perceived seriousness of such actions, and the underlying reasons for engaging in plagiarism Additionally, students were invited to share their thoughts on strategies to reduce plagiarism at the end of the questionnaire, allowing for a comprehensive exploration of this critical issue in academic integrity.
2.2.1.2 The questionnaire for the teachers
The researcher developed a piloted questionnaire with the assistance of three teachers, ensuring comprehensive coverage of the questions The questionnaire, written in English, consists of 12 closed questions and concludes with an open-ended question, allowing teachers to express their diverse opinions on plagiarism The primary focus of the questions is to gather insights on teachers' observations regarding students' challenges in completing writing assignments (questions 1 and 2), their awareness of plagiarism (questions 3-6), the prevalent forms of plagiarism among students (question 7), the perceived seriousness of student plagiarism (question 8), the underlying reasons for such behavior (question 9), and recommendations for mitigating plagiarism in academic work (questions 10-12).
2.2.2 Discourse analysis: analysis of students’ essays
Data collection procedure
2.3.1 The setting of the study
The National Economics University (NEU), a prestigious institution in Vietnam, has achieved significant milestones and garnered numerous esteemed accolades from the Party and the Government since its establishment over fifty years ago.
At FLF, a national key university in Vietnam, both students and teachers benefit from access to advanced technology and international training programs, fostering an environment that encourages the expression of knowledge and modern educational methods From the moment they enter the university, all members of the academic community are made aware that academic integrity is paramount, with strict prohibitions against plagiarism.
The NEU Student Handbook clearly defines academic integrity, emphasizing that students must uphold high academic standards aligned with the university's mission It stresses the importance of intellectual integrity and academic honesty Violations of these values are categorized into five key areas: exam cheating, soliciting someone else to take an exam, impersonating another student during an exam, copying assignments or thesis papers, and organizing academic dishonesty for others Additionally, plagiarism is explicitly identified as a serious offense in each syllabus, and educators consistently remind students about the implications of plagiarism during orientation meetings.
The study was carried out with the participation of 12 teachers and 60 third – year students who major in English
Twelve teachers from the Foreign Language Faculty (FLF) at Northeast University (NEU) were chosen as informants for the study The majority hold degrees from prestigious English Departments in Vietnam, while several have furthered their education with Master's and Doctorate degrees from international universities Notably, the most experienced teacher has over [insert number] years of teaching experience.
20 years of experience of teaching English The youngest teacher has been teaching English for 5 years Most of them have had experience in teaching English
A study was conducted involving 60 third-year English major students, all of whom had a minimum of three years of university training, equipping them with a solid foundation in English writing By their second year, these students received instruction in academic writing and completed various writing assignments Despite this training, their levels of English proficiency varied significantly among individuals.
The process of collecting data was carried out in the following phases
A total of 60 English questionnaires were distributed to third-year students at the Foreign Language Faculty, all of whom willingly participated and returned their completed forms Remarkably, the response rate was 100%, with every student submitting their answered questionnaire.
Second, 12 soft copies of questionnaires written in English were sent to 12 teachers of the faculty via email and they were all completed and replied
To ensure full concentration, adequate time to complete the questionnaires and effective response, permission to use lecture time to administer questionnaires was gained from the lecturers in the FLF
In September 2013, a survey was conducted among students, who were provided with an overview of the study's objectives and assured of their anonymity Verbal consent was obtained, and to enhance the study's validity, students were instructed not to disclose their names, student IDs, or the name of their institution Participation was entirely voluntary.
To explore the various forms of plagiarism among students, the researcher collaborated with university teachers to select 10 students randomly from a pool of 60 participants These students were tasked with writing a brief study on a topic of their choice over a two-month period, from early June to the end of July.
Data analytical units
Data from the questionnaire were coded and analyzed using Microsoft Office Excel, employing descriptive statistics such as frequencies, reasons, sources of plagiarism, standard deviations, and percentages to assess the prevalence of student plagiarism Additionally, insights were gathered from an analysis of students' essays.
This research presents findings in easily interpretable tables and graphs, highlighting students' awareness of plagiarism, the types of plagiarism they commit, and the underlying reasons for such behavior Based on this data, the study offers recommendations for effective preventative teaching strategies to address plagiarism in academic settings.
DATA ANALYSIS AND DISCUSSIONS
The difficulties students encounter when taking a writing assignment
3.1.1 Difficulties in doing a writing assignment
A recent survey reveals that written assignments are commonly utilized to assess students' writing progress at the university level Specifically, 45% of students report frequently completing writing assignments for their courses, while 28.33% indicate they do so very often Additionally, 26.67% of students, totaling sixteen individuals, state that they sometimes finish their assignments in written form.
Teachers report that students are required to complete multiple writing assignments throughout their courses, with over half indicating that this task is performed frequently Additionally, 25% of teachers find written assignments to be highly effective and utilize them regularly In contrast, only 16.67% of teachers occasionally employ writing assignments as a means of evaluation.
The frequency of assignments given to students indicates that they have substantial experience in completing written tasks However, this repeated exposure has led to certain challenges in managing and finishing all their assignments effectively.
The chart reveals that a significant 69% of teachers and students identify a lack of resources as the primary challenge hindering students' writing assignments This high percentage may stem from the traditional approach of Vietnamese students, who often rely on compiling existing written material rather than developing original content Consequently, their limited skills in managing supporting information lead to difficulties in determining what to include or exclude in their work Additionally, 60% of students struggle with a lack of ideas, as their limited ability to express their thoughts in English further impedes their assignment quality.
Nearly half of the participants (48%) reported that students frequently encounter issues with assignment content, often feeling uncertain about structuring and developing their work However, task-related challenges are not the primary concern for students, as 65% of respondents rated these difficulties as low or nonexistent This suggests that writing assignments are generally well-prepared by teachers, aligning with students' language development levels.
Students face significant challenges when writing assignments, with 8.33% of them citing inadequate time as a major difficulty The limited time available makes it difficult for them to complete their writing to the best of their abilities.
A recent survey revealed that 52% of students are aware of plagiarism policies primarily through oral communication, while only 20% acknowledge the existence of a written policy addressing plagiarism This aligns with teachers' responses, as all reported informing their students about plagiarism policies, either orally or in writing Notably, 58.33% of teachers incorporate anti-plagiarism policies in their syllabi, providing a structured approach for students to understand and adhere to the rules Meanwhile, 41.67% of teachers believe that verbal communication effectively familiarizes students with the definition, concepts, and consequences of plagiarism.
Despite clear guidelines on plagiarism available on university websites and in student handbooks, 28% of students remain unaware of what constitutes plagiarism or are uncertain about their own practices This indicates a lack of attention to instructors' guidelines and an insufficient understanding of academic integrity policies among students.
Figure 3: Awareness of plagiarism policy the students As a result, this ignorant attitude of students may contribute to their misbehaviors in writing academically
3.1.2.2 Penalty for act of plagiarism
The data reveals that a significant portion of plagiarized works results in severe consequences, with 45% of students and 50% of teachers assigning a zero for such offenses Additionally, 31.67% of students and 25% of teachers indicate that first-time offenders may receive a warning if the plagiarism is not deemed serious Furthermore, nearly 10% of students and 25% of teachers advocate for a failing grade in the subject where plagiarism occurs In more severe cases, 6.67% of students believe that suspension for one year is the most serious punishment for plagiarism.
The university will not expel students for plagiarism; however, those who plagiarize multiple times may face a one-year suspension Specifically, students caught copying or having someone else complete their final assignment or thesis for the first time will receive a one-year suspension, while a second offense will result in expulsion.
The findings indicate that students have a limited understanding of the university's plagiarism policy, which may increase their likelihood of engaging in academic dishonesty To address this issue effectively, it is essential to clarify the penalties associated with plagiarism and enhance awareness among students.
Figure 4: Plagiarism penalty to be openly discussed among colleagues and forced rigorously with sound judgments
3.1.2.3 Attitude towards plagiarism at the university
A survey revealed that half of the students believe plagiarism is somewhat common at their university, while 17 students consider it not very common Only 10 respondents indicated that acts of plagiarism are rare, and just 3 students, representing 5%, reported that plagiarism is very common.
The findings reveal a discrepancy with teachers' responses, as no comments were provided regarding the prevalence of plagiarism Notably, 58.33% of teachers reported that plagiarism rarely occurred at their university, while 33.33% indicated it was uncommon This suggests that plagiarism is effectively managed within this academic environment.
The data reveals a concerning trend of plagiarism among students, as reported by teachers Notably, 41.67% of educators have observed instances of plagiarism between six to ten times, while 33.33% have identified students plagiarizing over ten times Additionally, some teachers have encountered one to five cases of plagiarism This issue aligns with student perspectives, where nearly half (46.67%) reported witnessing six to ten instances of plagiarism among their peers, and 36.67% noted one to five occurrences in writing assignments.
A recent survey reveals that 10% of university students acknowledge witnessing over 10 instances of plagiarism in their classes, while only 6.67% claim to know of any students who have not engaged in such practices.
Summary
This chapter has presented the methodology and data analysis to answer four research questions First of all, teachers and students in the survey share some
Universities must address the challenges students face regarding plagiarism, as many lack a clear understanding of its definition and institutional policies Both educators and students recognize that common forms of unintentional plagiarism include failing to properly acknowledge sources when paraphrasing, summarizing, or quoting, as well as submitting work copied from the internet Factors contributing to these behaviors range from students' inadequate skills in handling information and poor comprehension of plagiarism to intentional acts driven by laziness, poor time management, and pressure for high grades To combat these issues, universities should enhance educational resources and support systems that clarify plagiarism and promote academic integrity.
The chapter discusses the collective views of students and teachers on reducing plagiarism in universities A significant number of participants advocate for teachers to equip students with essential academic writing skills and to closely monitor their writing processes for timely assistance Additionally, students are encouraged to enhance their writing abilities by diligently taking notes from sources, practicing academic writing, and meticulously planning their assignments regarding both content and deadlines Furthermore, universities are urged to implement strict penalties for plagiarism and utilize electronic tools to check students' essays for originality.
Further implications and recommendations will be given basing on the findings from this chapter as well as the literature reviewed in Chapter 1.
FINDINGS AND RECOMMENDATIONS
Students’ awareness of the notion of plagiarism and its penalty
A recent survey reveals that many university students lack a comprehensive understanding of the Western concept of plagiarism and its associated penalties Most students perceive plagiarism solely as the act of copying someone else's work in its entirety, overlooking other forms such as inappropriate paraphrasing and summarizing Additionally, the survey highlights a lack of clear definitions and guidelines regarding plagiarism at the university, leaving students uncertain about acceptable practices and potential consequences for plagiarism This ambiguity is compounded by inconsistencies in the enforcement of plagiarism policies among faculty and students, suggesting that the topic is not openly discussed Cultural differences, particularly between Western and Eastern perspectives, may contribute to this issue, as Western ideals emphasize originality and individual creativity.
On the other hand, in Vietnamese culture, rote-learning style is comparatively popular.
Main forms of plagiarism caused by students
Survey results indicate that students frequently engage in plagiarism, particularly by using paraphrased or summarized content from sources without proper attribution This aligns with previous research, such as Thao Doan's findings (2012:29), which highlight that in Vietnam, it is common for students to only cite the author's name without including the publication year or page number when referencing others' ideas, sentences, or words.
Many students often feel no guilt in copying sentences from various sources to incorporate into their essays, presenting them as their own work According to Perry (2001, as cited in Jan and Katerina, 2005:20), this practice of merging content from different references is perceived by international students not as plagiarism, but rather as a form of 'research'.
Many students admit to committing plagiarism in their writing assignments due to difficulties in creating accurate reference lists or bibliographies This issue often stems from a lack of understanding regarding proper acknowledgment practices.
Finally, students might have a thought that everything written in the internet is public and free So it is not necessary to give credits to this source
Plagiarism manifests in various forms, and as Piety (2002) suggests, it is a subjective concept; what constitutes plagiarism for one individual may not be viewed the same way by another.
Reasons for student plagiarism
The data from the survey suggests the fact that students plagiarize because of various reasons caused by subjective or objective factors related to students themselves
Students often resort to intentional plagiarism for several reasons, including the desire for higher grades, time-saving due to procrastination, and the influence of peers engaging in similar behaviors Additionally, the pressure from family and friends to succeed can lead students to choose plagiarism over completing their own assignments.
Many students unintentionally commit plagiarism due to inadequate writing and referencing skills, ineffective teaching methods, and a limited understanding of what constitutes plagiarism While working on assignments, they often face challenges such as insufficient resources, lack of inspiration, task complexity, content-related issues, and discouraging aspects of the assignments.
Recommendations
In order to reduce plagiarism, students themselves have to make enough effort first They should plan their assignments carefully in terms of the content and the time
By breaking down the writing process into manageable steps—such as choosing a topic, preparing an outline, taking notes, and creating multiple drafts—students can significantly enhance their writing skills and alleviate time-related stress This structured approach helps eliminate the fear of deadlines and mitigates concerns about content quality.
Students must take accurate notes from source texts to ensure they can easily trace the origin of their information Once the first draft of their assignment is finished, it is essential for them to gather supporting information from a diverse range of sources related to their topic.
Students should enhance their academic skills by actively practicing paraphrasing, summarizing, and quoting in their assignments Keeping a critical reading note that includes essential details—such as the topic, author’s name, title of the work, year of publication, and relevant page numbers—along with quotations, paraphrases, summaries, responses, comments, questions, and cross-references, can significantly aid students in effectively engaging with books, journals, and other resources.
In general, according to Wilhoit (2009), students need to follow some steps below when writing an assignment or doing a research:
- Skimming for main points or important ideas,
- Taking notes of these: 1 - Facts that are not common knowledge 2- Quotes from experts that state a concept, in a unique, unusual, or startling way 3 - Summaries of longer explanations
- Learn the difference between a direct quote, paraphrase, and summary
When taking notes, it is crucial to accurately document the source details, including the author's name, title of the work, publication location, year of publication, publisher, and the type of source, whether it be a magazine, book, or webpage Additionally, include relevant information such as the URL, volume, and issue number to ensure proper citation and easy reference.
- Arranging your notes into groups according to their content, for later organization into sections of your paper
- Maintaining, developing and controlling your sources
- Using properly in-text citations for your paraphrase, summary, direct quotes
- Making list of references in appropriate style, APA for example
To effectively combat plagiarism among students, it is essential to raise awareness through a clear and straightforward definition of plagiarism that is openly discussed within the university community Plagiarism encompasses both printed and online sources and includes both intentional and unintentional acts Universities should provide information about plagiarism on their websites and through departmental resources Additionally, educators should create a comprehensive policy document that addresses key questions such as “What is plagiarism?”, “How is plagiarism detected?”, and “What steps should be taken to avoid it?”.
“What is the penalty if students plagiarize?” etc
Academic courses, particularly at the first-year level, should include discussions on the definition of plagiarism Instructors are encouraged to have students examine their own understanding and personal experiences related to plagiarism.
To effectively combat plagiarism, teachers should clearly define the concept and provide illustrative examples, including models of plagiarized work from students' writing This approach will enhance students' understanding of what constitutes plagiarism and the reasons it is unethical By fostering a comprehensive awareness of the seriousness of plagiarism, educators can significantly reduce its occurrence among students.
4.6.2.2 Equipping students with manipulating supporting information skills
To avoid plagiarism, students must effectively use quotations, paraphrases, and summaries in their essays Teachers play a crucial role in encouraging students to develop a variety of these skills tailored to their writing purposes, rather than relying solely on quotations EFL students often mistakenly believe that simply altering a few words constitutes paraphrasing, so educators must clarify that this practice is unacceptable Providing examples of both acceptable paraphrasing and plagiarism is essential Additionally, teachers should regularly compare students' paraphrases and summaries with the original texts to ensure the intended meaning is preserved It is important for students to clearly distinguish their own writing from sourced material By presenting properly and improperly paraphrased, summarized, quoted, or cited statements, teachers can help students evaluate the correct acknowledgment of sources, fostering a deeper understanding of effective writing practices.
Assignments should be crafted to motivate students to thoroughly investigate problems by gathering and analyzing relevant information Teachers need to clearly communicate assignment expectations to ensure students understand their objectives Educators should facilitate in-depth discussions on the topic, help students refine their focus, personalize their assignments, and ensure proper referencing of sources consulted (Wendy, 2008: 7).
To enhance student support and identify language discrepancies, large assignments should be divided into smaller tasks This approach allows teachers to provide closer assistance and monitor student progress more effectively.
To prevent students from purchasing or plagiarizing assignments, teachers should steer clear of assigning general or common topics Instead, they should focus on specific subjects that align with course objectives and content, ensuring that each assignment is unique and relevant.
The process approach to writing is beneficial when teaching academic writing to EFL students
To succeed in research and academic writing, students must actively engage in the process by producing notes, drafts, and documentation of their sources (Wendy, 2008: 7; Wilhoit, 1994:163) Essential writing skills, including paraphrasing, summarizing, and quoting, should be taught and practiced Additionally, students need to develop effective time management skills to allocate sufficient time for research, information retrieval, evaluation, idea development, and proper citation of sources to support their arguments.
To enhance the writing process, teachers should provide a clear schedule of due dates for each project, outlining essential steps like topic selection, outlining, note-taking, and drafting Additionally, students are required to submit their final papers along with drafts that include peer feedback highlighting strengths and weaknesses.
Before finalizing the first draft, students should start researching various sources to gain a comprehensive understanding of the topic By reviewing information from multiple references, they can develop a deeper insight into the issue at hand Once students have gathered their source materials, teachers should guide them to incorporate relevant supporting details and proper in-text citations to enhance their work.
4.6.2.5 Teaching citation and reference skills
Teaching citation and referencing skills annually or in every course is essential for students (Wendy, 2008: 7) They should understand the significance of in-text citations and reference lists, including when and how to use them correctly Familiarity with various referencing styles, such as the Harvard method, is crucial, as students need to know which style is required for each assignment Once they grasp the importance of proper acknowledgment and formatting of references, they will be able to apply these skills effectively.
Recapitulation
This study aimed to investigate plagiarism in writing assignments among third-year English majors at NEU, focusing on students' awareness of plagiarism, prevalent forms, levels of seriousness, and contributing factors The findings led to the exploration of effective teaching strategies designed to reduce plagiarism among university students.
A recent study reveals that students at FLF in NEU demonstrate a limited understanding of plagiarism, primarily perceiving it as directly copying others' work without citation or submitting entire pieces from the internet as their own Alarmingly, many students do not recognize that using uncited copied, paraphrased, or summarized content also constitutes plagiarism, leading to its prevalence in their assignments.
The study reveals that students engage in various forms of plagiarism, with some methods being more prevalent than others Notably, many students frequently reuse copied, paraphrased, or summarized texts without properly citing their sources They often rearrange paragraphs from different sources in their work, showing little concern for plagiarism Common practices include omitting in-text citations and failing to provide a reference list Alarmingly, a significant number of students believe that information found online is free to use without citation, leading them to rely heavily on the internet for their assignments This results in a range of plagiarism, from copying phrases and sentences to entire sections of their work.
A recent survey revealed that many students engage in accidental plagiarism due to a limited understanding of what constitutes plagiarism and a lack of emphasis on proper citation practices in Vietnamese essays and reports This issue is further compounded by inadequate academic writing skills, such as paraphrasing, summarizing, and quoting In contrast, some students intentionally plagiarize, often driven by factors such as laziness, the pursuit of high grades, pressure from family and friends, and poor time management.
Pedagogical implication
Raising student awareness about plagiarism is essential, as many misunderstand its definition and implications Educating students on what constitutes plagiarism, including acceptable practices and penalties, should be communicated through both online and printed resources Additionally, teaching academic writing skills and how to effectively use supporting information can significantly aid students Recycling assignments can lead to increased plagiarism opportunities, so educators must design unique courses and assignments that are not easily found online Instead of solely relying on detection tools, teachers should provide ongoing guidance and feedback throughout the learning process Furthermore, incorporating training on plagiarism and referencing in high school can positively impact students' understanding in higher education By fostering an understanding of the purpose of writing and the unreliability of internet sources, students can develop into thoughtful and critical writers.
Limitations
Despite the insightful findings of the study, several limitations must be acknowledged The sample size was confined to just 12 teachers and 60 English major students from a single university, making the data only indicative rather than comprehensive Additionally, due to time constraints, the researcher could only analyze 10 student essays, limiting the depth of the findings The simplicity of the data analysis tool further undermined the credibility of the results Lastly, the study was conducted over a brief period of 5 weeks, which was insufficient for a thorough understanding of the issues at hand A more extensive investigation involving greater time and effort from both teachers and students is necessary to apply the findings to the entire school population effectively.
Suggestions for further research
Further research is needed on plagiarism and effective strategies to mitigate it, particularly within Vietnamese academic settings Conducting similar studies across various universities and student levels could provide deeper insights into the prevalence of plagiarism Additionally, an experimental comparison between first-year and third-year students could validate the hypothesis that first-year students exhibit higher rates of plagiarism Furthermore, comparing two courses—one that utilizes staged assessments with drafts and close teacher-student interaction and another that does not—could reveal significant differences in plagiarism rates and academic integrity.
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APPENDIX 1a: SURVEY ON PLAGIARISM IN WRITING
The present survey belongs to a research project called “Plagiarism” conducted at the department of foreign language, at one of the Universities in Vietnam
In particular, the goal of this project is to investigate the issue of plagiarism from a developmental perspective so as to
- Identify how plagiarism is perceived and understood by students
- Provide teachers with guidelines for dealing with plagiarism from a learning point of view
In a second step, the idea is to also identify other preventive measures of more technical and organizational nature
The survey primarily consists of alternative questions, and only one individual will manage the submitted surveys This person is currently working on her M.A thesis, and the results will be compiled and presented in a way that ensures your individual survey responses remain anonymous.
Any question or comments on the survey should be addressed to Hoang Thi Hong at the email address: anhhong.htp@gmail.com
1 Have you ever finished any writing assignments or research papers?
Never Sometimes Often Very often
2 Please mark the level of difficulties when you take a writing assignment
3 In your institute, plagiarism is
Very common somewhat common Not very common Rare
4 Do you know any of your classmates who you think might have plagiarized?
Yes, more than 10 Yes, 6 - 10 Yes, 1 - 5 No, none
5 Have you ever read or warned about plagiarism officially from your University?
Yes, a written policy Yes, an oral policy No Do not know
6 At your University, what are the penalties for the incidents of plagiarism
teachers usually ignore it the student will be given a warning
the submitted work will be rejected the submitted work will be marked zero
the student will fail the subject where plagiarism occurs
the student will be suspended from study in one year
the student will be expelled from university
7 Please indicate which of following plagiarism act you committed when doing assignments
Activities Always Frequently Sometimes Rarely Never Paraphrased without acknowledging the source
Using quotation marks without proper acknowledgement
Copy a work from the internet & submit as one's own
8 How much did you copy from online or printed sources?
Completed copy More than half of the assignment
One or some paragraphs and put them together
Just some words or phrases then put them together with some changes
9 For what reasons, do you think students tend to violate plagiarism?
10 Which of the options below do you consider the best ways students should do to avoid plagiarism?
Agree Disagree Strongly disagree Have better knowledge about academic writing, for example, by attending a course in academic writing
Take notes carefully from the sources
Practice more on writing academic skills
Get better training in the type of assignments where plagiarism usually occurs to receive better self- esteem
Receive proper instructions on writing assignments in time so that time pressure is avoided
Plan the assignments carefully: time, content…
11 Which of the options below do you think the teachers should do avoid plagiarism?
Agree Disagree Strongly disagree Create assignments that reduce the temptation to plagiarize
Teach students the skills they need in order to complete assignments successfully
Break large assignments down into a set of smaller assignments
Encourage students to write their drafts or sections of drafts during class, bring their drafts or notes for peer evaluation, and ensure that all drafts are submitted for review.
Agree Disagree Strongly disagree Poor writing skills
Everybody is doing it final paper
Have students download a paper from a paper-mill site and evaluate its weaknesses
Present properly and improperly paraphrased, quoted, and cited statements and have students evaluate whether and why the sources are properly acknowledged
Openly discuss plagiarism with students
Inform students that their work will be checked for plagiarism
12 Which of the options below do you think the University should do to reduce students’ plagiarism?
Agree Disagree Strongly disagree Include a statement about plagiarism
Have students sign a statement, affirming that they have read and understand the College's policy and agree to abide by them
The penalty for those who committed should be severe
Electronic plagiarism detection tools should be used
Information about plagiarism via the school's website or department
Please feel free to mention other ideas and views on plagiarism below:
Thank you for your cooperation
APPENDIX 1b: SURVEY ON PLAGIARISM IN WRITING
The present survey belongs to a research project called “Plagiarism” conducted at the department of foreign language in a university in Vietnam
In particular, the goal of this project is to investigate the issue of plagiarism from a developmental perspective so as to:
- Identify how plagiarism is perceived and understood by students
- Provide teachers with guidelines for dealing with plagiarism from a learning point of view
In a second step, the idea is to also identify other preventive measures of more technical and organizational nature
The survey consists primarily of alternative questions, and only one individual, who is currently working on her M.A thesis, will manage the submitted responses The results will be compiled and presented in a way that ensures your individual survey information remains anonymous.
Any question or comments on the survey should be addressed to Hoang Thi Hong at the email address: anhhong.htp@gmail.com
1 How often do you give assignment to your students?
Never Sometimes Often Very often
2 Please mark the level of difficulties when your students take a writing assignment
Difficulties in writing Major difficulty Medium
3 Have you ever read or warn about plagiarism officially from your University?
4 In your institute, plagiarism is
Very common somewhat common Not very common Rare
5 Have you, as a teacher, seen signs of plagiarism in a student’s work?
Yes, more than 10 times Yes, 6 – 10 times Yes, 1 – 5 times No, never
6 At your University, what are the penalties for the incidences of plagiarism
the student will be given a warning
the submitted work will be rejected
the submitted work will be marked zero
the student will fail the subject where plagiarism occurs
the student will be suspended from study in one year
the student will be expelled from university
7 Please indicate which of following plagiarism act your students committed when doing assignments
Activities Always Frequently Sometimes Rarely Never Paraphrased without acknowledging the source
Submitted someone’s work without their permission
Using quotation marks without proper acknowledgement
Copy a work from the internet & submit as one's own
8 How much did they plagiarize or copy from online or printed sources?
Completed copy More than half of the assignment
One or some paragraphs and put them together
Just some words or phrases then put them together with some changes
9 For what reasons, do you think students tend to violate plagiarism?
10 Which of the options below do you consider the best ways students should do to avoid plagiarism?
Agree Disagree Strongly disagree Have better knowledge about academic writing, for example, by attending a course in academic writing
Take notes carefully from the sources
Practice more on writing academic skills
Get better training in the type of assignments where plagiarism usually occurs to receive better self- esteem
Receive proper instructions on writing assignments in time so that time pressure is avoided
Plan the assignments carefully: time, content…
11 Which of the options below do you think the teachers should do avoid plagiarism?
Agree Disagree Strongly disagree Poor writing skills
Create assignments that reduce the temptation to plagiarize
Teach students the skills they need in order to complete assignments successfully
Break large assignments down into a set of smaller assignments
Encourage students to write their drafts during class, bring their drafts or notes for peer evaluation, and ensure that all drafts are submitted alongside the final paper.
Have students download a paper from a paper-mill site and evaluate its weaknesses
Present properly and improperly paraphrased, quoted, and cited statements and have students evaluate whether and why the sources are properly acknowledged
Openly discuss plagiarism with students
Inform students that their work will be checked for plagiarism
12 Which of the options below do you think the University should do to reduce students’ plagiarism?
Agree Disagree Strongly disagree Information about plagiarism via the school's website or department
Have students sign the university’s statement related to plagiarism
Establish a severe penalty for plagiarists
Use electronic plagiarism detection tools
Developing clear key policy documents containing answers to questions related to plagiarism
Please feel free to mention other ideas and views on plagiarism below:
Thank you for your cooperation!
Table 1: Frequency of having students do assignment never sometimes often Very often
Table 2: Difficulties students encounter when doing assignment
Ts Ss Ts Ss Ts Ss Ts Ss
Table 3: Existence of a plagiarism policy
Table 4: Penalty for acts of plagiarism ignore warn mark zero fail grade suspend in one year expel from university students 5 19 27 5 4 0 teachers 0 3 5 3 1 0
Table 6: Experience of plagiarism incidences
Table 7: Seriousness of student plagiarism
How much students copy from the source complete copy more than half one or more paraghraphs just some words or phrases
Activities Always Frequently Sometimes Rarely Never
Ts Ss Ts Ss Ts Ss Ts Ss Ts Ss Paraphrased without acknowledging the source
Using quotation marks without proper acknowledgement
Invented references or bibliography 1 4 4 9 4 13 2 23 1 11 Copy a work from the internet & submit as one's own
Table 9: Reasons for student plagiarism
Reasons for student plagiarism Strongly agree
Ts Ss Ts Ss Ts Ss Ts Ss Ts Ss
Lack of referencing skills 3 22 7 18 1 6 1 8 0 6 Laziness/bad time management 2 31 4 9 4 10 2 2 0 8 Don’t understand assignments 1 8 3 14 6 23 2 8 0 7 Pressure from family & friends 2 14 2 17 5 17 3 9 0 5
Table 10: What students should do to avoid plagiarism?
Student should strongly agree agree disagree strongly disagree
Ts Ss Ts Ss Ts Ss Ts Ss Better knowledge about academic writing 2 9 3 13 4 21 3 17 Take notes carefully from the sources 4 32 7 16 1 7 0 5 Practice more on writing academic skills 2 9 5 15 3 26 2 10
Get better training in the type of assignments where plagiarism occurs
Receive proper instructions on writing assignments in time
Plan the assignments carefully: time, content… 6 27 6 15 0 13 0 5