From transgressors to authors: promoting EFL writing through academic integrity integrated instruction

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dc.authoridCELIK, Ozgur/0000-0002-0300-9073
dc.authoridRazi, Salim/0000-0003-2136-4391
dc.contributor.authorCelik, Ozgur
dc.contributor.authorRazi, Salim
dc.date.accessioned2025-01-27T20:51:56Z
dc.date.available2025-01-27T20:51:56Z
dc.date.issued2023
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe relationship between academic integrity and plagiarism has been shaped by two governing pedagogies. The first one stipulates imposing sanctions on students who plagiarise. In this case, students are seen as moral slackers, habituated to cheating. The second pedagogy approaches plagiarism as a matter of intertextual issue and highlights the importance of teaching the ethics of intertextual writing through developing pedagogies that offer positive practices. In this approach, students are seen as authors, not transgressors. This study aimed to investigate the effectiveness of a writing instruction, which emphasizes the importance of teaching mechanical, ethical, and rhetorical intertextuality skills along with its role in mitigating plagiarism incidents and enhancing the EFL writing development of secondary school students. A mixed-method time series design was employed to collect data, and the results indicate that teaching intertextuality skills was effective in reducing plagiarism incidents in student papers and enhancing the content, organisation, style, and expression domains in their papers. Such an implementation makes it evident that in approaching student writing in general, plagiarism in particular, we need to shift our writing pedagogy from policing students to engaging them.
dc.description.sponsorshipInternational Research Foundation for English Language Education
dc.description.sponsorshipFunding This study is supported by the International Research Foundation for English Language Education (TIRF-https:// www.tirfonline. org) .
dc.identifier.doi10.1016/j.system.2023.103101
dc.identifier.issn0346-251X
dc.identifier.issn1879-3282
dc.identifier.scopus2-s2.0-85166035137
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.system.2023.103101
dc.identifier.urihttps://hdl.handle.net/20.500.12428/25591
dc.identifier.volume117
dc.identifier.wosWOS:001054676300001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherElsevier Sci Ltd
dc.relation.ispartofSystem
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectAcademic integrity
dc.subjectPlagiarism
dc.subjectIntertextuality
dc.subjectRhetorical intertextuality
dc.subjectSource-based writing
dc.titleFrom transgressors to authors: promoting EFL writing through academic integrity integrated instruction
dc.typeArticle

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