Postgraduate students’ perception of plagiarism, awareness, and use of Turnitin text-matching software

Nketsiah, Isaac; Imoro, Osman; Barfi, Kwaku Anhwere

doi:10.1080/08989621.2023.2171790

Cited by 9 publications

(7 citation statements)

References 38 publications

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“…Thus, it is the most popular and adopted plagiarism software used by language instructors in the academic institution. Similar to this implication, Nketsiah et al (2023) claimed in their study that Turnitin text-matching software is the widely adopted solution for detecting plagiarism incidents. Catching plagiarism using computer-based detection tools became a lot easier, especially for instructors with a large class population.…”

Section: I2mentioning

confidence: 72%

“Ctrl + C, CTRL + V”: Academic Integrity in Online Language Learning

Gabatin,

Loquias,

Redondo

et al. 2023

dia

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This qualitative study aims to explore academic integrity in terms of plagiarism issues in online language classes at Camarines Sur Polytechnic Colleges. The study has two research questions: (1) What types of plagiarism do online submitted outputs of students in online language classes fall? (2) What strategies do college instructors use to prevent and detect plagiarism in their language classes? Turnitin and content analysis were utilized to identify types of plagiarism committed by students, while structured interviews and thematic analysis were used to gather data on strategies used by college instructors. Results indicated that among the five types of plagiarism, Badyal (2018) has categorized, Mosaic Plagiarism or Patch Writing was the most prevalent, while Structural Plagiarism had the least number of cases identified, and no instances of Self-Plagiarism were found. Nonetheless, some outputs were plagiarism-free. The study also identified language instructors' strategies to prevent and detect plagiarism in their classes. The study recommends that academic institutions prioritize creating a culture of honesty and ethical behavior in academic writing, educate students on clear citation guidelines, and implement stricter penalties. The study's results can assist policymakers and educational institutions create practical measures to encourage academic honesty and avoid plagiarism in online language classes.

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Section: I2mentioning

confidence: 72%

“Ctrl + C, CTRL + V”: Academic Integrity in Online Language Learning

Gabatin,

Loquias,

Redondo

et al. 2023

dia

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show abstract

“…The result of the study also showed that the participants used a plagiarism checker. Plagiarism checkers can be a helpful way for novice EFL teachers to develop their writing skills, as they can highlight areas where they may be struggling with paraphrasing or using sources effectively [32]- [34]. By analyzing the results of a plagiarism checker and making necessary adjustments to their writing, EFL teachers can improve their understanding of academic writing conventions and develop their writing style.…”

Section: Discussionmentioning

confidence: 99%

Digital literacy practices of novice English as a foreign language teacher in writing research articles for publication

Deiniatur,

Cahyono

2024

EduLearn

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Digital literacy is essential in writing research articles for publication in today's digital age, particularly for novice english as a foreign language (EFL) teacher trying to publish their research articles. This qualitative research explores the digital literacy practices of novice EFL teachers in writing research articles for publication, including the digital tools they use, their purposes for using these tools, and the challenges they face in using them. The data were collected using a questionnaire and interview. The study found that novice EFL teachers conceptualized digital literacy as the ability to search and evaluate credible online sources, using word processing and digital editing tools, collaborating online, and publishing their work digitally. Novice EFL teachers use various digital tools, such as word processing software, reference management software, and online academic databases, to improve their research and writing process. They use these tools for various purposes, such as collaborating with peers, improving their writing skills, and publishing their work online. However, novice EFL teachers face limited technical issues, limited access, inadequate technology infrastructure, and time management. It is recommended that academic institutions provide support to help novice EFL teachers develop their digital literacy skills, including technical support services, and training programs.

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“…For example, I paraphrase from Quillbot and I still check whether it still includes plagiarism or not (participant 2) Turnitin became one of the Artificial Intelligence that students were counting on as Quillbot's companion software to ensure that the results of Quillbot itself do not lead them to unintentional plagiarism. With the use of text-matching software, Turnitin analyzes how similar a given document is to pre-existing documents by comparing its content to those in institutional paper repositories, standard repositories, and online sources (Nketsiah et al, 2023). Thus, according to participants, the use of Turnitin as an additional step after using Quillbot can help them reduce the possibility of plagiarism that exists from Quillbot's paraphrase results.…”

Section: Theme 3: Students' Ethical Considerations When Utilizing Qui...mentioning

confidence: 99%

Students’ Lived Experience in Utilizing Quillbot as an Online Paraphrasing Tool in Academic Writing

Asmara,

Kastuhandani

2024

DOI: http://dx.doi.org/10.31000/globish.v6i2

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This study aimed to investigate students’ lived experience of Quillbot utilization in academic writing. The qualitative phenomenology method was used in this study to dig deeper into students’ lived experiences that they interpreted while using Quillbot. The result based on the data analysis showed some lived experiences that the students interpreted such as Quillbot’s benefits and students’ future use of Quillbot, students’ perceptions of autonomy and assistance, students’ ethical consideration when utilizing Quillbot, and students’ adoption of Quillbot’s suggestion. The results of this study also emphasized students' awareness that Quillbot is a supporting tool that cannot replace their writing skills. This study provides valuable insight into how students interact with Quillbot, how it influences their writing process, and broadens the perspective of teachers, lecturers, instructors, and the wider community who often consider AI to have negative impacts on students’ learning process.

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Postgraduate students’ perception of plagiarism, awareness, and use of Turnitin text-matching software

Cited by 9 publications

References 38 publications

“Ctrl + C, CTRL + V”: Academic Integrity in Online Language Learning

“Ctrl + C, CTRL + V”: Academic Integrity in Online Language Learning

Digital literacy practices of novice English as a foreign language teacher in writing research articles for publication

Students’ Lived Experience in Utilizing Quillbot as an Online Paraphrasing Tool in Academic Writing

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