خلاصه ماشینی:
"Iranian TEFL Students’ Perception of Plagiarism Soroush Sabbaghan Assistant Professor of Applied Linguistics, Islamic Azad University Science and Research Branch, Tehran, Iran Abstract Keywords: Introduction Most Iranian TEFL (Teaching English as a Foreign Language) students seem to have difficulty in incorporating borrowed words and ideas in academic writing.
In any case, the proposition that EFL/ESL students copy text as means of developing their academic writing skills is supported by many 24 studies (such as Angélil-Carter, 2000; Bloch, 2001; Flowerdew & Li, 2007; Larkham & Manns, 2002; Marsden, Carroll, & Neill, 2005; Pennycook, 1996; Wheeler, 2009).
To examine whether the students scored the texts differently, thus providing insight into student‟s perception of plagiarism both at the graduate and undergraduate level, first the Kruskal-Wallis test was computed.
This increase in proximity might be an indication that some of the students at both academic levels did not immediately realize that Ali‟s work was also plagiarized, because Ali did not use the exact words that Smith used.
One wrote, "Why should I score a paragraph taken from a magazine where it has already been proofread by a native editor?" The other two students acknowledged that Maryam has "copied parts" but they felt that sufficient changes were made in the text, which would abolish any plagiarism.
Additionally, based on the results of the Wilcoxon Signed-Rank Test computed for the scores given to Maryam‟s paragraph, it appears that Iranian TEFL students, both at the graduate and undergraduate levels, seem to grasp the basic principle of plagiarism."