Knowledge, Attitudes, and Reasons for Plagiarism Among Graduate English Language Students in Iran

Navidinia, Hossein; Mohseni, Fateme; Chahkandi, Fateme; Sangari, Mahmood

doi:10.22049/jalda.2025.29697.1751

Articles in Press

Document Type : Research Article

Authors

¹ Associate Professor, Department of English Language, Faculty of Litearture and Humanities, University of Birjand, Birjand, Iran

² MA in ELT, University of Birjand, Birjand, Iran

³ Assistant Professor of ELT, Department of English Language, Faculty of Litearture and Humanities, University of Birjand, Birjand, Iran

⁴ Assistant Professor of Knowledge and Information Science, Department of Knowledge and Information Science, Faculty of Psychology and Education, University of Birjand, Birjand, Iran

10.22049/jalda.2025.29697.1751

Abstract

Plagiarism is a significant concern in academic settings worldwide, with implications for educational integrity and student development. In English as a Foreign Language (EFL) educational contexts, understanding plagiarism can be particularly challenging due to linguistic and cultural differences. This study sought to probe Iranian EFL students' perceptions of plagiarism, their knowledge of and attitudes toward it, as well as the reasons for the acts of plagiarism. In so doing, 200 graduate EFL students answered a questionnaire. Descriptive statistics were employed to present the results. The findings demonstrated that the participants lacked awareness and understanding of what constitutes plagiarism. Many students were found to have a low level of knowledge about plagiarism, and they did not recognize certain acts as plagiarism. The results also provided insights into the reasons for plagiarism. Specifically, most of them believed that they might commit plagiarism as a result of the difficulty of some assignments and a poor understanding of plagiarism. The findings suggest a need for comprehensive education and awareness programs to harness students' understanding of academic integrity. This study adds to the literature on academic integrity in diverse educational contexts and highlights the importance of culturally sensitive approaches to teaching ethical academic practices.

Keywords

Main Subjects

1. Applied Linguistics (Language Teaching and Learning)

Article Title [Persian]

دانش، نگرش و دلایل سرقت ادبی در میان دانشجویان تحصیلات تکمیلی زبان انگلیسی در ایران

Authors [Persian]

دکتر حسین نویدی نیا ¹
فاطمه محسنی ²
دکتر فاطمه چهکندی ³
دکتر محمود سنگری ⁴

¹ دانشیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه بیرجند، بیرجند، ایران

² کارشناس ارشد آموزش زبان انگلیسی، دانشگاه بیرجند، بیرجند، ایران

³ استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه بیرجند، بیرجند، ایران

⁴ استادیار علم اطلاعات و دانش شناسی، گروه علم اطلاعات و دانش شناسی، دانشکده روانشناسی و علوم تربیتی، ، دانشگاه بیرجند، بیرجند، ایران

Abstract [Persian]

سرقت ادبی موضوعی قابل توجه در محیط‌های دانشگاهی در سراسر جهان است که پیامدهایی برای یکپارچگی آموزشی و رشد دانشجویان دارد. این مطالعه با هدف بررسی درک دانشجویان ایرانی زبان انگلیسی از سرقت ادبی، دانش و نگرش آنها، و دلایل اقدام به سرقت ادبی انجام شد. بدین منظور، ۲۰۰ دانشجوی تحصیلات تکمیلی زبان انگلیسی به یک پرسشنامه پاسخ دادند. نتایج مطالعه، فقدان نگران‌کننده‌ای از آگاهی و درک سرقت ادبی در میان دانشجویان را آشکار کرد. مشخص شد که بسیاری از دانشجویان سطح پایینی از دانش درباره مصادیق سرقت ادبی داشتند و برخی اعمال را به عنوان سرقت ادبی تشخیص نمی‌دادند. نتایج همچنین مبین دلایل سرقت ادبی دانشجویان بود. به طور خاص، اکثر آنها معتقد بودند که به دلیل دشواری برخی از تکالیف و درک کم از مصادیق سرقت ادبی، ممکن است مرتکب سرقت ادبی شوند. یافته‌ها نشان می‌دهد که نیاز به برنامه‌های جامع آموزشی و آگاهی‌بخشی برای افزایش درک دانشجویان از اخلاق دانشگاهی و شیوه‌های نگارش علمی وجود دارد.

Keywords [Persian]

سرقت ادبی
نگارش دانشگاهی
دانشجویان زبان انگلیسی
ادراک دانشجویان

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Knowledge, Attitudes, and Reasons for Plagiarism Among Graduate English Language Students in Iran

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Articles in Press, Accepted Manuscript Available Online from 14 September 2025

Articles in Press, Accepted Manuscript
Available Online from 14 September 2025