Survey of the Current Situation of Linguistic Students' Informational Text Competence in Vietnam

This survey studies the current status of the informational text writing competence of Philological Pedagogy students in Vietnam. In order to have a complete and comprehensive view of the literacy competence of Philology Pedagogy students, we have surveyed 366 students of 11 Philology Pedagogy Universities in Vietnam. The survey questions focused on a number of issues such as students' perceptions of informational texts and their role in learning and living, informational writing skills, and awareness of factors affecting informational writing skills, and teaching methods of informational writing skills. This study uses survey methods, analytical - synthesis methods, descriptive methods, etc. The survey results are the basis for us to design teaching methods of informational text writing effectively. At the same time, it is also the basis for us to propose changes in the curriculum for students of Philology Pedagogy, in which it is imperative to focus on testing, assessing writing competence in general, and informational text writing competence in particular.

Are Canadian professors teaching the skills and knowledge students need to prevent plagiarism?

Max 150 words. If possible, please submit your abstract in both English and French.When writing an assignment, most students start by searching for information online, which they integrate in their writing and conclude by producing a bibliography for the sources used. They use their informational, writing and referencing skills to do this as well as refer to their plagiarism knowledge to make sure their text is exempt from plagiarism. In this paper, we examined which skills and knowledge students feel the need to further develop in university to prevent plagiarism in their assignments. Professors were also questioned as to their perceptions of their students’ skills development during their pre-university studies. Questionnaires were administered in six Quebec Universities to students (n = 1170) and professors (n = 279). Results show that students feel the need for more training while professors expect students to have already mastered the skills and knowledge to prevent plagiarism. Recommendations are made on how to implement better training for students through a program approach.Lors de la rédaction d’un devoir, la plupart des étudiants universitaires commencent par chercher des informations en ligne, qu’ils intègrent dans leur rédaction et terminent en produisant une bibliographie des sources utilisées. Ils utilisent leurs compétences informationnelles, rédactionnelles, et de référencement documentaire et se réfèrent à leurs connaissances en matière de plagiat pour s’assurer que leur texte en soit exempt. Dans cet article, nous avons examiné les compétences et les connaissances que les étudiants ressentent le besoin de développer davantage à l’université pour prévenir le plagiat dans leurs travaux. Les professeurs ont également été interrogés sur leur perception du développement des compétences de leurs étudiants durant leurs études pré-universitaires. Des questionnaires ont été administrés dans six universités québécoises à des étudiants (n = 1170) et à des professeurs (n = 279). Les résultats montrent que les étudiants ressentent le besoin d’une formation plus poussée alors que les professeurs s’attendent à ce que les étudiants maîtrisent déjà les compétences et les connaissances nécessaires pour prévenir le plagiat. Des recommandations sont formulées sur la façon de mettre en œuvre une meilleure formation pour les étudiants par le biais d’une approche-programme.