The tangled web

2005 ◽  
Vol 15 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Wendy Sutherland-Smith
Keyword(s):  
Academic Writing ◽  
Legal Theory ◽  
The Internet ◽  
First Year ◽  
Esl Students ◽  
Structured Interviews ◽  
Esl Teachers ◽  
English As Second Language ◽  
Free Zone ◽  
Significant Difference

This study explores the notion of plagiarism and the Internet from 11 English as Second Language (ESL) teachers and 186 first-year ESL students at South-Coast University in Melbourne, Australia. Data collection was by a questionnaire and semi-structured interviews, and coded using SPSS and N*Vivo software to ascertain trends in response. The most significant difference in response related to the concept of the Internet as copyrightable space. ESL teachers in this study regarded cyberspace as a limitless environment for ‘cut and paste’ plagiarism in students’ academic writing, whereas ESL students considered the Internet a ‘free zone’ and not governed by legal proprietary rights. These conflicting views, it is suggested, relate to differing notions of authorship and attribution: the Romantic notion protected by legal theory and sanctions versus literary theory and techno-literacy notions of authorship. This research highlights the need to reformulate plagiarism policies in light of global and technological perspectives of authorship and attribution of text.

scholarly journals The Prevalence and Frequency of Authorial Identity among Undergraduate Students in Fiji

2018 ◽  
Vol 7 (6) ◽  
pp. 136
Author(s):  
Jasbir Karneil Singh ◽  
Ben K. Daniel
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
Esl Students ◽  
First Year Students ◽  
Student Writers ◽  
Authorial Identity ◽  
National University ◽  
Authorial Voice

Expressing an authoritative voice is an essential part of academic writing at university. However, the performance of the authorial self in writing is complex yet fundamental to academic success as a large part of academic assessment involves writing to the academy. More specifically, the performance of the authorial self can be complex for English as a Second Language (ESL) student-writers. This research investigated the extent to which ESL first-year students at the Fiji National University perform their authorial voice using interactional metadiscourse in their academic writing. The study employed a quantitative analysis of corpus produced by 16 Fijian ESL undergraduate students enrolled in an EAP course. The research found that the ESL authorial voice was predominantly expressed through boosters and attitude markers, with relatively little usage of other interactional metadiscoursal elements such as hedges, engagement markers and self-mentions. Further, the research showed that this particular cohort expressed their authorial voice and identity through boosted arguments and avoiding language that directly mentions the authorial self. The study concludes that the ESL authorial self for this cohort manifests itself in a selected range of selected interactional metadiscoursal elements, requiring the need to raise the awareness of self-reflective expressions for ESL students. The study also encourages further exploration of ESL authorial identity construction in academic writing at undergraduate level and beyond.

Intertextual practices in academic writing by Chinese ESL students

2016 ◽  
Vol 7 (1) ◽  
pp. 53-72 ◽  
Author(s):  
Wei Wang
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Academic Literacy ◽  
Salient Feature ◽  
Esl Students ◽  
English As Second Language ◽  
International Graduate ◽  
External Sources ◽  
English Speaking ◽  
English Speaking World

AbstractIn light of the increase of international graduate students, the dynamics of higher education in English speaking countries have changed dramatically coupled with an obvious gap between native English speaking (NES) and English as second language (ESL) graduate students in terms of their academic literacy. As a key component of academic literacy, academic writing consists of noticeable differences between these two cohorts of students. Against the backdrop of ongoing attention to the process and practice of academic writing, this study examines Chinese ESL graduate students’ intertextual practices in composing their academic writing, especially, when the students newly arrived in an English speaking world. Intertextual practice in this study is concerned about not only the transgressive intertextual practice or plagiarism behaviours, but how Chinese ESL students draw on external sources in developing their own writing. This study shows that the most salient feature in the intertextual practice of the participants is the use of indirect quotes rather than syntheses in their own words, and most of the external sources are used to introduce new beliefs, ideas, or issues to their writing. In addition, this study explores possible factors that mediate these practices in consideration of the linguistic and sociocultural backgrounds of the Chinese ESL students.

scholarly journals The Locus of Adversative Conjunctions in the Research Articles

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401770094 ◽  
Author(s):  
Masoumeh A. Shirazi ◽  
Seyed Mohammad Mousavi Nadoushani
Keyword(s):  
Content Analysis ◽  
Qualitative Study ◽  
Foreign Language ◽  
Research Design ◽  
Descriptive Statistics ◽  
Research Articles ◽  
Esl Teachers ◽  
English As Second Language ◽  
English As Foreign Language ◽  
Significant Difference

This study is an endeavor to find how English native and nonnative EFL/ESL (English as foreign language/English as second language) writers use adversative conjunctions to connect ideas together so that texts have both coherence and cohesion. Regarding the problems nonnative writers of EFL face when composing a piece of writing, we attempted a qualitative study through compiling a stack of 200 articles written by the two groups. The research design concerned the content analysis of research articles and descriptive statistics showing the frequency of occurrences of modals in the data. The findings indicated that the number of proper and correction adversatives exceeded those of contrastive and dismissal; the statistically significant difference between two groups lay in the use of proper and correction adversative conjunction, whereas the two groups showed little or no difference in the usage of contrastive or dismissal adversatives. These findings can help material writers, EFL/ESL teachers, and learners to appreciate the significant roles adversative conjunctions play in writing.

scholarly journals EXPLORING METACOGNITIVE READING STRATEGIES USED BY LOW AND HIGH PROFICIENCY FORM THREE ESL STUDENTS

2022 ◽  
Vol 7 (1) ◽  
pp. 335-365
Author(s):  
Jessica Abisheganathan Jeevaratnam ◽  
Mahani Stapa
Keyword(s):  
Mixed Method ◽  
Reading Strategies ◽  
Esl Students ◽  
English As Second Language ◽  
Purposive Sampling ◽  
Self Evaluation ◽  
Extra Effort ◽  
Significant Difference ◽  
Mixed Method Design ◽  
Metacognitive Reading Strategies

Background and Purpose: The purpose of this research is to explore the metacognitive reading strategies used by low and high proficiency Form Three ESL (English as Second Language) students and highlight suitable strategies that can be exposed to the low proficiency students.   Methodology: To serve the purpose of this research, an explanatory sequential mixed method design was used. As for the sampling, purposive sampling was employed in this study. The respondents were drawn from two Form Three classes in the selected secondary school in Pasir Gudang, Johor, Malaysia. There were twenty-four boys and thirty-six girls. They were all fifteen years old and represented three main ethnic groups which are Malays, Indians and Chinese. The number of respondents was equally the same for both groups; 30 from the low proficiency group and 30 from the high proficiency group.   Findings: The data gathered in this study revealed that the most popular metacognitive reading strategy among the respondents is self-evaluation. In addition, the most significant difference between the high and low proficiency students is that the latter employed fewer metacognitive reading strategies than the former. Furthermore, through the findings, this research also suggested the metacognitive reading strategies suitable for the low proficiency students; advanced organization, selective attention, self-management, directed attention and monitoring.   Contributions: This research aids the teachers in adapting their instructions and putting extra effort into training students, especially low proficiency students, to use suitable metacognitive reading strategies. Keywords: Low proficiency students, high proficiency students, purposive sampling, metacognitive reading strategies, explanatory sequential mixed method design.   Cite as: Jeevaratnam, J. A., & Stapa, M. (2022). Exploring metacognitive reading strategies used by low and high proficiency form three ESL students. Journal of Nusantara Studies, 7(1), 335-365. http://dx.doi.org/10.24200/jonus.vol7iss1pp335-365

scholarly journals Cognitive Reading Strategies Employed by Form Three Malaysian English as Second Language (ESL) Students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Jessica Abisheganathan Jeevaratnam ◽  
Mahani Stapa
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
Descriptive Analysis ◽  
Cognitive Strategies ◽  
Esl Students ◽  
English As Second Language ◽  
Frequent Use ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Analyse Data

Previous studies reported that many low proficiency students have poor comprehension skills. Therefore, this research aims to study the cognitive reading strategies employed by ESL (English as Second Language) students and suggest appropriate cognitive strategies to be utilized by low proficiency students. This research was carried out in one of the secondary schools in Pasir Gudang, Johor. The purposive sample for this study consists of 60 Form 3 students (30 low proficiency and 30 high proficiency). Explanatory sequential mixed method design was used to carry out this research. The data collected via questionnaire, observation and interview for this research is analysed quantitatively and qualitatively. Descriptive analysis was used to analyse data gained from questionnaire and observation whereas for the interview data, extracts from the interviews were used to corroborate the findings. The findings reveal that the most common cognitive reading strategies employed by both group of students are skimming and translation. This research further highlights the most significant difference in reading strategies between both groups of students, which is, the high proficiency group outperformed the low proficiency group in overall strategy use, demonstrating the most frequent use of the strategies. Most prominently, in this research, the reading strategies that are deemed appropriate for the low proficiency students are highlighted. These strategies include four cognitive strategies; guessing, elaboration, summarizing and prediction.

scholarly journals Academic Writing and the Internet: Cyber-Plagiarism amongst University Students

2019 ◽  
Vol 8 (2) ◽  
pp. 112
Author(s):  
Nechita Olivia-Dumitrina ◽  
Montserrat Casanovas ◽  
Yolanda Capdevila
Keyword(s):  
University Students ◽  
Academic Writing ◽  
The Internet ◽  
First Year ◽  
Online Questionnaire ◽  
First Year Students ◽  
Copy And Paste ◽  
Faculty Of Education ◽  
Education Psychology ◽  
The University

This research aims to present a number of findings on the perception that university students have on academic plagiarism. Data has been collected on the procedures of copy and paste, paraphrase, translation, as well as the need for citation of resources taken from the Internet. This study was carried out at the University of Lleida (UdL), via an online questionnaire administered to 1150 first-year students. The results show similar figures in the understanding of plagiarism with respect to two procedures: copy and paste (69.3%) and paraphrase (68.3%). In the case of translation, the figure is higher with 82.1% of students considering that translating a text is plagiarism. Regarding the need to cite digital sources, 13.6% argue it is not necessary. When analysing the results according to the different faculties and affiliated schools, no pattern of behaviour has been detected in relation to the typology of the degree students were enrolled in, but a trend towards different behaviours can be observed in the two faculties in which students have received specific training within the framework of subjects of their degrees (Faculty of Nursing and Physiotherapy and Faculty of Education, Psychology and Social Work). In these cases, the figures related to acknowledging plagiarism procedures are higher and so is the percentage of students who say that resources taken from the Internet should be cited. This leads us to conclude, in line with other studies that have dealt with the same subject, that training is key to tackling the issue of plagiarism in higher education.

Adjustments in Academic Writing Among First Year ESL Students in Higher Education

2016 ◽  
Vol 22 (12) ◽  
pp. 4334-4337
Author(s):  
Lee Lai Fong ◽  
Teoh Sian Hoon ◽  
Geethanjali Narayanan ◽  
Chan Yuen Fook ◽  
Gurnam Kaur Sidhu
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
First Year ◽  
Esl Students

scholarly journals Enriching English-Malay Proverbs using Proverbs Card Game for Second Language Learners

2021 ◽  
Vol 9 (2) ◽  
pp. 15
Author(s):  
Rafidah Amat ◽  
Zawani Badri ◽  
Mas Aida Abdul Rahim
Keyword(s):  
Test Scores ◽  
Card Game ◽  
Esl Students ◽  
Structured Interviews ◽  
Affective Filter ◽  
Direct Translation ◽  
Wide Range ◽  
Significant Difference ◽  
Post Test ◽  
Affective Variables

For ESL students, acquiring English proverbs have always been a struggle due to a wide range of aspects related to L2 that are mostly dissimilar with their L1. However, many studies conducted have accentuated the significance of comprehending L2 proverbs in encouraging students’ communicative competence in real-life context. Due to limited L2 exposure or knowledge related to proverbial texts, ESL students have the tendency to use word-for-word translation when they attempt to use them in writing and speaking. To encourage students to use suitable English proverbs, a 52-piece proverbs card game that consists of English proverbs with equivalent Malay proverbs pairs was introduced to 20 heterogeneous level of ESL diploma students. A case study with a predominant quantitative method was employed where the preliminary pre- and post-test were conducted to investigate the significance of introducing the proverbs card game to reduce students’ direct translation. Subsequently, the result was later validated with qualitative data where semi-structured interviews were conducted in order to identify the affective variables as proposed by Krashen (1982) in Affective Filter Hypothesis. From the findings, it can be presumed that there is a significant difference between pre- and post-test scores with the post-test scores being higher16than the pre-test scores. Moreover, based on the hypothesis, data analysed from the semi-structured interviews revealed respondents’ affective variables such as motivation, self-confidence, attitude were high and anxiety are high, thus, it allows more comprehensible input when they were playing with the proverbs card game. Therefore, it can be concluded that teaching L2 proverbs using card game can help students’ reduce dependency on direct translation and lower their affective filter hypothesis which enriches their usage of L2 proverbs.

STUDENTS’ ACCEPTANCE TO USING GRAPHIC NOVELS IN LEARNING LITERATURE (L2): A MALAYSIAN CASE STUDY

2020 ◽  
Vol 1 (2) ◽  
pp. 43
Author(s):  
Abu Yazid Abu Bakar ◽  
Dayang Nurfaezah Abang Ahmad ◽  
Melor Md Yunus
Keyword(s):  
Mixed Method ◽  
Teaching And Learning ◽  
Graphic Novels ◽  
Graphic Novel ◽  
Mixed Method Study ◽  
Motivation To Learn ◽  
Esl Teachers ◽  
English As Second Language ◽  
Quantitative And Qualitative Methods

Research has shown that using graphic novels in the classroom is one of useful approaches to promote the understanding of learners especially for lengthy and difficult literature texts. This study reports the extent of graphic novel in facilitating students’ understanding of literature and the students’ perceptions towards using graphic novel in learning literature (L2) as compared to other genre of texts. This is a mixed method study which employs quantitative and qualitative methods to obtain data. The findings indicate that most students found that graphic novel helped them to enrich their vocabularies and understand the text better. The findings also reveal that students were attracted to the illustrations in the literature text in which this helps to boost their motivation to learn literature in the classroom. The findings provide useful insights for English as Second Language (ESL) teachers in incorporating and expanding the literature learning through graphic novels in the future. The findings also imply the need of ESL teachers to use graphic novels effectively in facilitating their teaching and learning of literature in L2 classrooms particularly to suit the 21<sup>st</sup> century teaching and learning.

Governance Disclosure on the Internet by Leading Indian Public Sector Companies

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 174-187
Author(s):  
Harmandeep Singh ◽  
Arwinder Singh
Keyword(s):  
Public Sector ◽  
Financial Information ◽  
Three Dimensions ◽  
The Internet ◽  
Web Pages ◽  
Non Profit ◽  
Index Approach ◽  
Significant Difference ◽  
Governance Disclosure ◽  
The Web

Nowadays, internet satisfying people with different services related to different fields. The profit, as well as non-profit organization, uses the internet for various business purposes. One of the major is communicated various financial as well as non-financial information on their respective websites. This study is conducted on the top 30 BSE listed public sector companies, to measure the extent of governance disclosure (non-financial information) on their web pages. The disclosure index approach to examine the extent of governance disclosure on the internet was used. The governance index was constructed and broadly categorized into three dimensions, i.e., organization and structure, strategy & Planning and accountability, compliance, philosophy & risk management. The empirical evidence of the study reveals that all the Indian public sector companies have a website, and on average, 67% of companies disclosed some kind of governance information directly on their websites. Further, we found extreme variations in the web disclosure between the three categories, i.e., The Maharatans, The Navratans, and Miniratans. However, the result of Kruskal-Wallis indicates that there is no such significant difference between the three categories. The study provides valuable insights into the Indian economy. It explored that Indian public sector companies use the internet for governance disclosure to some extent, but lacks symmetry in the disclosure. It is because there is no such regulation for web disclosure. Thus, the recommendation of the study highlighted that there must be such a regulated framework for the web disclosure so that stakeholders ensure the transparency and reliability of the information.

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