The factors that lead Non-Native English Speaking Students to Plagiarize in Higher Education: Teachers and Students Perspective
The factors that lead Non-Native English Speaking Students to Plagiarize in Higher Education: Teachers and Students Perspective Over the past years, the number of graduated from institutions of higher learning has increased gradually. This can be attributed to the increasing demand for well-educated individuals in the job market. However, the job market has increased its demand for the quality of graduates. This can be attributed to the fact that most students who graduate from these institutions of higher learning barely produce their work. Most of these students practice plagiarism. Plagiarism still is a relevant problem to this day. This happens to be the case especially among non-native English speakers, who find it hard to cope with the strict rules on plagiarism. Most of these students lack the confidence in themselves to produce good quality writing. They therefore “borrow” from other more proficient writers (“(PDF) Plagiarism awareness, perception, and attitudes among students and teachers in Swedish higher education - a case study,” n.d.), which is wrong. With the increasing cases of plagiarism, one tends to wonder whether the institutions of higher learning are doing their part in ensuring that plagiarism is curbed at its core. In spite of putting in measures such as expulsion for students found guilty of the act, plagiarism is still practiced in these institutions. Taking a closer look, one could ask whether the teachers are doing enough to ensure their students are doing enough to ensure that this crime is not committed in their classes. This study will look at the plagiarism and the role that both the teachers and students play in enhancing it.
Fatima A Esseili, Margaret M Strain, Tereza M Szeghi
Primary Advisor's Department
Stander Symposium poster
"The factors that lead Non-Native English Speaking Students to Plagiarize in Higher Education: Teachers and Students Perspective" (2019). Stander Symposium Posters. 1438.