[논문]The Influence of English Proficiency and Text Types on Korean College Students' Paraphrasing for Plagiarism Prevention

Choe, Yoonhee

doi:10.17703/ijact.2021.9.1.183

[국내논문] The Influence of English Proficiency and Text Types on Korean College Students' Paraphrasing for Plagiarism Prevention 원문보기

The International journal of advanced culture technology, v.9 no.1, 2021년, pp.183 - 189

Choe, Yoonhee (Dept. of English Education, Chongshin Univ.)

Abstract ▼ AI-Helper

This study examines the effects of Korean college students' English proficiency and the English text types on their paraphrases. Korean college students with three groups of English proficiency (high, mid, and low) read two types of English texts, causal texts, and argumentative texts, and paraphrased them in English. Students' paraphrase text was evaluated in terms of content (idea exposition, idea development, and wrap up), organization (coherence and cohesion) and language use (grammatical accuracy), and analyzed by MANOVA. As a result, it was found that there was a significant difference in their paraphrase performance according to the participants' English proficiency levels rather than the types of English texts. The results of this study have educational implications for English paraphrase education to prevent plagiarism for Korean university students.

주제어

표/그림 (3)

표 Table 1. Descriptive Statistics of Paraphrasing based on English Proficiency and Text Types (N=52)
그림 FIGURE 1. Paraphrasing Scores by Learners’ Proficiency levels and Text types
표 Table 2. MANOVA Results for the Effects of Language Proficiency and Text Types on Korean EFL Learners' Paraphrasing

AI 본문요약
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문제 정의

use, and originality (similarity). Based on this, an objective and reliable quantitative analysis was conducted by recruiting Korean English education experts with a doctorate in English education. Multiple analysis of variance (MANOVA) tests were performed to quantitatively examine the differences.

제안 방법

However, this work has been limited in that it has not collected enough data and has only looked at the content, organizational and grammatical aspects, which are the yardstick for evaluating the general writing of learners' paraphrasing results. Further studies would be better to collect more data from more diverse learners and look at the differences in more detail in terms of discourse, syntactic and lexical aspects.
students who are learning English as a second language. She had students in a group of 24 beginners in English and a group of 20 wrote summaries of three different genres and analyzed their paraphrasing types and strategies based on [11]’s paraphrasing type coding. It is said that the beginner group used ‘exact copying’ and ‘near copying’ very often, and the group with higher proficiency levels used ‘with some corrections’ often.

대상 데이터

For this study, 26 Korean college students participated. They learned about two different genres of English writing in the academic English writing course.

성능/효과

in Taiwan. More than half of the study participants perceived paraphrasing, i.e., patchwriting, as an acceptable use of strategies at the surface level, and reported a high correlation between the degree of difficulty in paraphrasing, the importance of proper raw material use, and the degree of overcoming the temptation of plagiarism. As a follow-up study, [14] examined how the lack of knowledge of plagiarism, lack of knowledge of changing, difficulty in understanding writing, and topic familiarity affect students' paraphrasing skills and use of strategies to avoid plagiarism.

후속연구

paraphrasing results. Further studies would be better to collect more data from more diverse learners and look at the differences in more detail in terms of discourse, syntactic and lexical aspects.
Particularly, it has been shown that there are statistically significant differences in the content, organization, and grammatical aspects of paraphrasing, depending on learners' proficiency levels in English. This study is expected that it would ultimately contribute to promoting society-wide ethics by reducing plagiarism insensitivity prevalent in our society and raising awareness of how to write English academic writing ethically.

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