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Abstract
In this study, we investigated the ability of Iranian students of applied linguistics to discern plagiarism in writing, their perceptions of its ethical aspects, their characterizations of plagiarists, and their perspectives on why they may commit plagiarism. In so doing, a slightly revised version of Deckert’s 1993 questionnaire, collecting both quantitative and qualitative data, was electronically distributed among 156 graduate students of applied linguistics. The results of the quantitative data analysis revealed some understanding of the concept but an inconsistent performance in recognizing plagiarism. Regarding issues of ethics and fairness, they were concerned with their own needs along with the original writer’s rights more than with rights of their classmates, colleagues, or teachers. They regarded unfamiliarity with the concept and nature of plagiarism as the main reason for committing it. The analysis of the qualitative data yielded the following reasons for students’ plagiarism: students’ unfamiliarity with plagiarism, students’ low academic writing skills, teachers’ carelessness and leniency, students’ lack of time, students’ laziness and deceitfulness, educational system and its policies, students’ low language proficiency, students’ unfamiliarity with the subject of writing, and teachers’ high expectations. In conclusion, some suggestions are offered as to how to decrease the rate of plagiarism.