How effectively do journal author guides communicate issues regarding plagiarism? A study of graduate students in Taiwan

ABSTRACT

The purpose of the current study was to explore how effectively journal author guides communicate with graduate students learning English as a foreign language (EFL) in Taiwan. A 10-item three-tier test was developed to explore the participants’ (1) confidence level in their reading comprehension of excerpts from author guides, (2) their actual comprehension, and (3) their understanding, if any. The test consisted of 10 excerpts from author guides that covered a variety of topics related to plagiarism. The test was administered to 46 EFL graduate students. The findings revealed that the selected excerpts from the author guides caused confusion, which led to misunderstanding by the readers. Among the 10 types of plagiarism, citation issues and copying of methods sections were the the most understood, whereas self-plagiarism was the least understood type.

KEYWORDS:

• Plagiarism
• author guides
• academic misconduct
• foreign language learners

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Ministry of Science and Technology, Taiwan.