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  • TOWARDS A PEDAGOGY TO HELP POSTGRADUATE STUDENTS AVOID PLAGIARISM IN ENGLISH ACADEMIC WRITING IN THE EFL CONTEXT

TOWARDS A PEDAGOGY TO HELP POSTGRADUATE STUDENTS AVOID PLAGIARISM IN ENGLISH ACADEMIC WRITING IN THE EFL CONTEXT

  • 31/03/2022
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Giới thiệu

ALTHOUGH LITERATURE ABOUNDS IN RESEARCH ON PLAGIARISM IN ACADEMIC WRITING IN BOTH ENGLISH AND NON-ENGLISH SPEAKING COUNTRIES, FEW STUDIES HAVE BEEN CONDUCTED ON ADDRESSING THIS ISSUE AT THE TERTIARY LEVEL IN VIETNAM. A QUALITATIVE CASE STUDY CONDUCTED AT HONG HA UNIVERSITY (PSEUDONYM) WITH THE VIETNAMESE LECTURERS AND STUDENTS INVOLVED IN A MASTER OF TESOL (M. TESOL) PROGRAMME PROVIDED CLEAR DATA ON STUDENT NEEDS. THIS WAS USED AS THE CONTEXTUAL FOUNDATION INFORMING THE DEVELOPMENT OF A TRANSFORMATIVE PEDAGOGY DESIGNED TO HELP POSTGRADUATE STUDENTS AVOID PLAGIARISM, INCREASE OWNERSHIP OF THEIR LEARNING, AND IMPROVE THEIR ENGLISH ACADEMIC WRITING. DESIGN PRINCIPLES ALSO DREW ON SOCIAL CONSTRUCTIVISM AND FORMATIVE ASSESSMENT PRINCIPLES AS THEORETICAL FOUNDATIONS, AS WELL AS PREVIOUS FINDINGS IN THE LITERATURE. THIS PEDAGOGY WAS EVALUATED TO DEVELOP STUDENTS OWNERSHIP OF AND RESPONSIBILITY FOR THEIR LEARNING, THUS EMPOWERING THEM IN AVOIDING PLAGIARISM AND BRINGING THEIR OWN VOICE TO THEIR ACADEMIC WRITING IN ENGLISH. 2019 SELECTION AND EDITORIAL MATTER, RAQIB CHOWDHURY.

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