Chinese University EFL Teachers’ Knowledge of and Stance on Plagiarism = Conocimientos y actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas

Plagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiarism

Conocimientos y actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas

El plagio ha generado preocupaciones crecientes en el círculo académico en las últimas décadas. Aunque estudios anteriores han investigado el plagio del estudiante desde varias perspectivas, todavía hay poca investigación sobre cómo los profesores universitarios entienden el plagio y responden ante él, especialmente en contextos escritos en la enseñanza del inglés como lengua extranjera (EFL). Como expertos académicos y educadores de futuros académicos, los profesores universitarios desempeñan un papel clave en la formación de los estudiantes contra el plagio y en la defensa de la integridad académica. Sus conocimientos y actitudes con respecto al plagio no solo tienen una influencia crucial sobre las percepciones estudiantiles hacia el plagio, sino que también pueden proporcionar ideas sobre cómo las universidades resuelven el problema. El presente estudio pretende abordar este desequilibrio en la investigación sobre el plagio, centrándose en una muestra de 108 profesores de 38 universidades chinas. Basándose en datos cuantitativos y cualitativos obtenidos de juicios textuales y de redacciones, se examina: 1) si los docentes de EFL en universidades chinas comparten los conceptos angloamericanos del plagio; 2) qué postura tienen en los casos de plagio detectados; 3) qué factores pueden influir en sus comprensiones. Los resultados de este estudio problematizan la opinión popular y simplista de que los escritores chinos de inglés como lengua extranjera son indulgentes en cuanto al plagio, y señalan que las experiencias académicas y educativas tienen mucha influencia sobre sus percepciones y actitudes hacia el plagioPlagiarism has engendered increasing concern in academia in the past few decades. While previous studies have investigated student plagiarism from various perspectives, how plagiarism is understood and responded to by university teachers, especially those in English-as-a-foreign-language (EFL) writing contexts, has been under-researched. As academic insiders and educators of future academics, university teachers play a key role in educating students against plagiarism and upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a crucial influence on their students’ perceptions of plagiarism but can also provide insights into how institutions of higher education are tackling the problem. The study reported in this paper aims to address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38 Chinese universities. Drawing on both quantitative and qualitative data that comprise textual judgments and writing samples, it examines whether EFL teachers in Chinese universities share Anglo-American conceptions of plagiarism, what stance they take on detected cases of plagiarism, and what factors may have influenced their perceptions. Findings from this study problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant of plagiarism and point to academic and teaching experience as influences on their perceptions and attitudes concerning plagiaris

How mobile instant messaging affects public employees’ daily work: An empirical examination based on stressor-strain-outcome model

The phenomenon of excessive instant messaging usage in the workplace has garnered increasing attention in recent years. Despite its pervasiveness, extant literature predominantly focused on the psychological well-being, with the subsequent influences on work performance remaining largely unexplored. Using data from street-level bureaus in China, this study examines how work-oriented mobile instant messaging stressors result in psychological reactions and daily work performance decrement as well. Results demonstrate that information overload, compulsive usage and normative response pressure are significant predictors of strain which was represented by cognitive fatigue, emotional fatigue and invasion of life. These strain constructs can further impair individual’s work performance. The findings from this research provide meaningful theoretical insights and carry practical implications

Metalinguistic contribution to reading comprehension:A comparison of Primary 3 students from China and Singapore

202107 bcvcAccepted ManuscriptSelf-fundedPublishe

A Deep Learning Entity Extraction Model for Chinese Government Documents

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Research on Some Phenomenon of E-Government Service Capacity Distribution in Mainland China Based on Multi-channel Perspective

In the context of the government\u27s increasing emphasis on e-government services, this is an urgent need for empirical research of large sample and multi-channels. Therefore, based on the government website, WeChat, Micro-blog, app, by using the existing mature evaluation index system, this paper analyzes e-government service capacity of the city above prefecture- level and provincial. Then, this paper selects the administrative level, economic level, regional balance as the differentiation attribute. It is found that both administrative level and economic level are positively correlated with government service capacity in all the channels. The channel capacity distribution varies related to attribute of administrative and economic, government type of city and province, but it is not restricted by level and region. It provides direction and intensity management to balance and promote channel service capacity for China government

A Distributed Approach to Efficient Model Predictive Control of Building HVAC Systems

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