Awareness of plagiarism: Omani english foundation students' and teachers' perspectives

Reham Sulaiman Alhinai*, Rahma Ibrahim Al-Mahrooqi

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)


Evaluating students by giving them assignments and projects is essential for their learning. Yet the validity of this assessment can be threatened by the serious problem of plagiarism. Researchers have found that copying another's work is very common in schools (Decoo, 2002) and is caused by several factors. Curiously, most prominent among these is lack of awareness of what plagiarism is (Pritchett, 2010). Thus, this chapter tries to measure this awareness among English students in a Foundation Program at Oman's Sultan Qaboos University and determine how their teachers deal with it. The sample included 40 English Foundation students (20 males and 20 females) and 20 instructors (10 males and 10 females). A questionnaire revealed that these students lacked awareness of plagiarism because its meaning had not been explained at school. Participants thus suggested receiving more instruction about proper citation and quotation as one solution to the problem. Instructors dealt with plagiarism in different ways, with such penalties as deducting marks the most common. Moreover, a negative relationship was found between students' academic proficiency and their willingness to plagiarize. To help these Foundation students to avoid facing difficulties in higher education, the study suggested teaching them, while still in school, how to cite, quote, and use references without plagiarizing.

Original languageEnglish
Title of host publicationMethodologies for Effective Writing Instruction in EFL and ESL Classrooms
PublisherIGI Global
Number of pages20
ISBN (Electronic)9781466666207
ISBN (Print)1466666196, 9781466666191
Publication statusPublished - Oct 31 2014

ASJC Scopus subject areas

  • General Arts and Humanities
  • General Social Sciences


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