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• W1877895825 abstract "*Liao M-T., & Tseng C-Y. (2010). Students’ behaviors and views of paraphrasing and inappropriate textual borrowing in an EFL academic setting. Journal of Pan-Pacific Association of Applied Linguistics, 14(2), 187-211. This study examines skillful EFL writers’ and less skillful writers’ EFL performance and perceptions of paraphrasing and inappropriate text borrowing, the extent to which their performance matches perceptions, and the factors behind their problematic text borrowing. Ninety-five postgraduates and undergraduates in Taiwan accomplished a paraphrasing task and completed a questionnaire. The findings revealed a mismatch between the participants’ behaviors and perceptions. The participants tended to deny having committed plagiarism and claimed they were aware of the importance of paraphrasing. However, such belief has contrasted sharply with their actual behaviors in the paraphrasing task in which both postgraduates and undergraduates failed to produce acceptable texts. The reasons for this included not having explicitly learned paraphrasing, unsuccessful transfer of paraphrasing knowledge to writing due to a lack of experience and practice, and the influence of their citation practice in Chinese writing. In addition, the undergraduates plagiarized more strings of words than the graduate students did. The possible reasons for this could include the undergraduates’ less sufficient metacognitive knowledge and strategies, as well as their immature cognitive development. This study suggests that to raise EFL students’ awareness of and performance in paraphrasing, improving their English proficiency and metacognition, and practice on paraphrasing are necessary in EFL writing classes." @default.
• W1877895825 created "2016-06-24" @default.
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• W1877895825 date "2010-01-01" @default.
• W1877895825 modified "2023-09-28" @default.
• W1877895825 title "Students' Behaviors and Views of Paraphrasing and Inappropriate Textual Borrowing in an EFL Academic Setting" @default.
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