This study investigates Japanese university students’ perceptions related to the notion of plagiarism in their L1 academic context in Japan. The analysis is based on questionnaire and interview responses from Japanese undergraduate (N = 605) and graduate students (N = 110). The responses are compared across disciplines (science versus liberal arts majors) and across academic levels (undergraduate versus graduate students), along with a cross-cultural comparison with similar responses from a smaller number of native English speaking undergraduates in the U. S. (N = 76). The findings of the study indicate that Japanese students do not have much knowledge of citation of sources, particularly as compared to U. S. students, and they perceive the borrowing of words or ideas without citing the source to be not entirely negative. Although both academic level and major field apparently affect students’ knowledge of citation conventions and attitudes toward borrowing words or ideas, the results suggest that academic discipline may be more influential than academic level. In particular, liberal arts (humanities and social science) majors showed more awareness than science (computer science, engineering and physical science) majors of a need for crediting sources. The insights provided by the participants suggest a number of ways in which teachers might facilitate students’ acquisition of academic literacy and citation conventions in their L2.
2024. Profiling Chinese university students’ understandings of plagiarism through Q methodology. Ethics & Behavior► pp. 1 ff.
Prashar, Anupama, Parul Gupta & Yogesh K. Dwivedi
2024. Plagiarism awareness efforts, students’ ethical judgment and behaviors: a longitudinal experiment study on ethical nuances of plagiarism in higher education. Studies in Higher Education 49:6 ► pp. 929 ff.
Kobayashi, Hiroe & Carol Rinnert
2023. Natsu’s Challenges: Text Construction and Identities. In Developing Multilingual Writing [Multilingual Education, 42], ► pp. 175 ff.
Dobbs, Christina L., Naomi K. Caselli, Ethan Hartzell, Coral Flanagan & Yan Yan
2022. Understanding middle graders’ language borrowing: how lexical and demographic characteristics predict similarity. Reading and Writing 35:4 ► pp. 971 ff.
Murphy, Greer A.
2022. Bringing Language Diversity Into Integrity Research—What, Why, and How. Journal of College and Character 23:1 ► pp. 76 ff.
Tran, Minh Ngoc, Stephen Marshall & Linda Hogg
2022. Doctoral Student Perceptions of Plagiarism. In Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching [Advances in Higher Education and Professional Development, ], ► pp. 418 ff.
Chan, Isaac, Muhammad Hafiz, Theresa Kwong & Eva Y. W. Wong
2021. Reinforcing the Importance of Academic Integrity and Ethics (AIE) Through Augmented Reality (AR) Learning Trails. In Blended Learning for Inclusive and Quality Higher Education in Asia, ► pp. 65 ff.
Hu, Guangwei & Yunhua Shen
2021. Chinese university teachers’ perceptions and practices regarding plagiarism: knowledge, stance, and intertextual competence. Ethics & Behavior 31:6 ► pp. 433 ff.
Li, Jiuliang
2021. Examining EFL learners’ source text use in summary writing. Language Teaching Research► pp. 136216882110558 ff.
Bikowski, Dawn & Min Gui
2018. The influence of culture and educational context on Chinese students’ understandings of source use practices and plagiarism. System 74 ► pp. 194 ff.
Perkins, Mike, Ulas Basar Gezgin & Jasper Roe
2018. Understanding the Relationship between Language Ability and Plagiarism in Non-native English Speaking Business Students. Journal of Academic Ethics 16:4 ► pp. 317 ff.
Cumming, Alister, Conttia Lai & Hyeyoon Cho
2016. Students' writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes 23 ► pp. 47 ff.
Hu, Guangwei & Xiaoya Sun
2016. Chinese university EFL teachers’ knowledge of and stance on plagiarism. Comunicar 24:48 ► pp. 29 ff.
Liu, Gi-Zen, Vivien Lin, Xiaojing Kou & Hong-You Wang
2016. Best practices in L2 English source use pedagogy: A thematic review and synthesis of empirical studies. Educational Research Review 19 ► pp. 36 ff.
Lei, Jun & Guangwei Hu
2015. Chinese university EFL teachers’ perceptions of plagiarism. Higher Education 70:3 ► pp. 551 ff.
Wheeler, Greg
2015. Perspectives from Japan. In Handbook of Academic Integrity, ► pp. 1 ff.
Wheeler, Greg
2016. Perspectives from Japan. In Handbook of Academic Integrity, ► pp. 107 ff.
Keck, Casey
2014. Copying, paraphrasing, and academic writing development: A re-examination of L1 and L2 summarization practices. Journal of Second Language Writing 25 ► pp. 4 ff.
2014. Plagiarism in second-language writing. Language Teaching 47:3 ► pp. 269 ff.
Vanbaelen, Ruth & Jonathan Harrison
2013. IEEE International Professonal Communication 2013 Conference, ► pp. 1 ff.
Polio, Charlene & Ling Shi
2012. Perceptions and beliefs about textual appropriation and source use in second language writing. Journal of Second Language Writing 21:2 ► pp. 95 ff.
Yang, Shu Ching
2012. Ethical Academic Judgments and Behaviors: Applying a Multidimensional Ethics Scale to Measure the Ethical Academic Behavior of Graduate Students. Ethics & Behavior 22:4 ► pp. 281 ff.
Jung, Insung
2009. Ethical judgments and behaviors: Applying a multidimensional ethics scale to measuring ICT ethics of college students. Computers & Education 53:3 ► pp. 940 ff.
Ouellette, Mark A.
2008. Weaving strands of writer identity: Self as author and the NNES “plagiarist”. Journal of Second Language Writing 17:4 ► pp. 255 ff.
This list is based on CrossRef data as of 13 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.