University Students' Plagiarism Behaviours in Writing Instruction: A Systematic Review.

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Bibliographic Details
Title:	University Students' Plagiarism Behaviours in Writing Instruction: A Systematic Review.
Authors:	Rustan, Edhy¹
Source:	Journal of Language Teaching & Research. Jul2024, Vol. 15 Issue 4, p1083-1094. 12p.
Subject Terms:	Student cheating, Writing education, Plagiarism prevention, College students, *Academic discourse, Honesty
Abstract:	The literature indicates that students' understanding of plagiarism and academic writing skills impact their plagiarism behaviour. However, there has yet to be a review that explores the methods, supporting tools, and content of writing instruction that can effectively reduce plagiarism behaviour at the university level. Therefore, this systematic review aims to present academic writing instruction that can prevent plagiarism behaviour. The review data was derived from four different databases, EBSCO, Wiley, Proquest, and JSTOR, published from 2010 to 2022. The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) standards were used to ensure that the review was systematically carried out. Based on the 22 articles reviewed, tutorial methods and workshops were most used to provide knowledge on plagiarism, followed by writing skills content, and guided writing practice. Writing skills content comprised word choice, grammar, citation, paraphrasing, and referencing concerning plagiarism prevention. This study also found that Rubrics and Turnitin applications were widely used as supporting tools for plagiarism checking and as feedback for the students. Implementing writing instruction coupled with plagiarism education and feedback can change students' plagiarism behaviour and improve their confidence in academic writing. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The literature indicates that students' understanding of plagiarism and academic writing skills impact their plagiarism behaviour. However, there has yet to be a review that explores the methods, supporting tools, and content of writing instruction that can effectively reduce plagiarism behaviour at the university level. Therefore, this systematic review aims to present academic writing instruction that can prevent plagiarism behaviour. The review data was derived from four different databases, EBSCO, Wiley, Proquest, and JSTOR, published from 2010 to 2022. The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) standards were used to ensure that the review was systematically carried out. Based on the 22 articles reviewed, tutorial methods and workshops were most used to provide knowledge on plagiarism, followed by writing skills content, and guided writing practice. Writing skills content comprised word choice, grammar, citation, paraphrasing, and referencing concerning plagiarism prevention. This study also found that Rubrics and Turnitin applications were widely used as supporting tools for plagiarism checking and as feedback for the students. Implementing writing instruction coupled with plagiarism education and feedback can change students' plagiarism behaviour and improve their confidence in academic writing. [ABSTRACT FROM AUTHOR]
ISSN:	17984769
DOI:	10.17507/jltr.1504.06