Hidden Reasons behind the Plagiarism of Iranian TEFL University Students in Their Written Studies: A Qualitative Study
محورهای موضوعی : Journal of Applied Linguistics Studies
Vahid Ghorbani
1
,
Mehrnoosh Mashmool
2
,
Golshad Daliche Ata
3
,
Hamed Zarabi
4
1 - Department of English Language and Literature, Islamic Azad University of Gonbad Kavoos, Iran.
2 - Department of English Language and Literature, Islamic Azad University of Gonbad Kavoos, Iran.
3 - Department of English Language and Literature, Islamic Azad University of Gonbad Kavoos, Iran.
4 - Department of English Language and Literature, Islamic Azad University of Gonbad Kavoos, Iran.
کلید واژه: Plagiarism, writing proficiency, Higher Education, TEFL students,
چکیده مقاله :
In recent years, the issue of plagiarism has received a lot of attention from the academic world. However, few studies have been conducted in the area of detecting why students will be drawn into such a hateful action. The factors that overtly or covertly contribute to the growth of plagiarism among graduate TEFL students in Iran were investigated in this study. In order to accomplish this, the researchers conducted a semi-structured interview with 20 graduate students studying English language teaching to ascertain their perceptions of the underlying causes of plagiarism. Based on the data collected from the content analysis procedure, the main causes of plagiarism among TEFL students include ‘low English proficiency’, ‘lack of time’, ‘lack of support from the instructor’, ‘lack of interest in the topic, ‘laziness or a lack of motivation’, and ‘the use of science as a market for money making. The current study is of high significance since it has vital implications for academics teaching in higher education, TEFL university students, curriculum developers, and EAP/ESP specialists.
In recent years, the issue of plagiarism has received a lot of attention from the academic world. However, few studies have been conducted in the area of detecting why students will be drawn into such a hateful action. The factors that overtly or covertly contribute to the growth of plagiarism among graduate TEFL students in Iran were investigated in this study. In order to accomplish this, the researchers conducted a semi-structured interview with 20 graduate students studying English language teaching to ascertain their perceptions of the underlying causes of plagiarism. Based on the data collected from the content analysis procedure, the main causes of plagiarism among TEFL students include ‘low English proficiency’, ‘lack of time’, ‘lack of support from the instructor’, ‘lack of interest in the topic, ‘laziness or a lack of motivation’, and ‘the use of science as a market for money making. The current study is of high significance since it has vital implications for academics teaching in higher education, TEFL university students, curriculum developers, and EAP/ESP specialists.
