Diane Pecorari
University of Leeds, School of Education, Faculty Member
Warschauer and colleagues' focus piece on generative artificial intelligence (AI) and second language (L2) writing makes a valuable and nuanced contribution to a debate too often characterised by simplistic and polarised disagreement... more
Warschauer and colleagues' focus piece on generative artificial intelligence (AI) and second language (L2) writing makes a valuable and nuanced contribution to a debate too often characterised by simplistic and polarised disagreement about whether to circle the wagons against a perceived threat or uncritically embrace the new technology. Generative AI cannot be wished out of existence, so the question is not whether but how to use it, and this piece provides a starting point.
This is especially important in relation to L2 writing, a field in which, unlike many, student writing is more than just the vehicle for assessing attainments; the ability to produce written texts is the intended learning outcome. In making that point, the authors illustrate the need for writing skills and AI skills to develop in relation to each other:
This is especially important in relation to L2 writing, a field in which, unlike many, student writing is more than just the vehicle for assessing attainments; the ability to produce written texts is the intended learning outcome. In making that point, the authors illustrate the need for writing skills and AI skills to develop in relation to each other:
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Predatory conferences, like their journal counterparts, in many ways constitute a threat to researchers and academic institutions. Scholars in less developed academic systems are often said to be particularly likely to become their prey.... more
Predatory conferences, like their journal counterparts, in many ways constitute a threat to researchers and academic institutions. Scholars in less developed academic systems are often said to be particularly likely to become their prey. The study presented in this chapter set out to investigate this possibility by answering two questions: whether researchers from less wealthy developing nations are especially likely to present their work at predatory conferences; and whether the harm caused by predatory conferences is experienced disproportionately by researchers and universities from less wealthy developing nations. To investigate these questions, the institutional affiliation of researchers who have presented their work at predatory conferences. It was found that, relative to population size, the wealthier, developing countries were particularly likely to attend predatory conferences, and that, relative to gross national income, the cost of participation fell most heavily on lower middle income countries.
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Plagiarism is a particularly complex issue because it straddles the boundary between academic integrity and academic literacy. Academic texts are widely understood to involve complex and precise expression and rhetorical sophistication.... more
Plagiarism is a particularly complex issue because it straddles the boundary
between academic integrity and academic literacy. Academic texts are widely
understood to involve complex and precise expression and rhetorical sophistication. Learning to write them is rarely easy, but writers who are working through a second language face an additional challenge. Because of a trend toward increased international mobility among students, the number of inexperienced academic writers using a second language is large and rising rapidly. If, as it has been suggested, this group is especially likely to be charged with plagiarism, then there is a real danger both to the students in this group and to the standards of academic integrity. This chapter examines the aspects of plagiarism which are of particular relevance to second-language writers, identifies potential problem areas, and suggests solutions.
between academic integrity and academic literacy. Academic texts are widely
understood to involve complex and precise expression and rhetorical sophistication. Learning to write them is rarely easy, but writers who are working through a second language face an additional challenge. Because of a trend toward increased international mobility among students, the number of inexperienced academic writers using a second language is large and rising rapidly. If, as it has been suggested, this group is especially likely to be charged with plagiarism, then there is a real danger both to the students in this group and to the standards of academic integrity. This chapter examines the aspects of plagiarism which are of particular relevance to second-language writers, identifies potential problem areas, and suggests solutions.
Research Interests: English for Academic Purposes, Teaching English as a Second Language, Cheating and Plagiarism, Plagiarism Detection, Intertextuality And Plagiarism, and 6 moreAcademic Integrity, Teaching English As A Foreign Language, Plagiarism studies, Academic Ethics, Plagiarism, and English for Specific Purposes or Academic English
Plagiarism is a consistent source of concern for educators, and particularly so for English for Academic Purposes (EAP) practitioners, whose objective is to equip students for success across the curriculum. Plagiarism has been on the EAP... more
Plagiarism is a consistent source of concern for educators, and particularly so for English for Academic Purposes (EAP) practitioners, whose objective is to equip students for success across the curriculum.
Plagiarism has been on the EAP research agenda for some 35 years and remains a topic of considerable research interest. While perceptions of plagiarism have been extensively investigated, a number of questions relating to the prevalence and causes of plagiarism remain unanswered, and solid evidence about effective pedagogical methods is largely lacking. This article outlines directions for future research on the topic and describes specific investigations that could be conducted.
Plagiarism has been on the EAP research agenda for some 35 years and remains a topic of considerable research interest. While perceptions of plagiarism have been extensively investigated, a number of questions relating to the prevalence and causes of plagiarism remain unanswered, and solid evidence about effective pedagogical methods is largely lacking. This article outlines directions for future research on the topic and describes specific investigations that could be conducted.
Research Interests: English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Cheating and Plagiarism, Plagiarism Detection, and 15 moreIntertextuality And Plagiarism, Academic Integrity, TESOL, Educational Linguistics, English/Language for Academic Purposes, Plagiarism studies, Academic Ethics, Plagiarism, English for Specific Purposes or Academic English, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), English for Specific/academic purposes, English for Specific Purposes (ESP), English As a Second Language (ESL), Plagiarism Management In Universities, and Plagiarism System
Like predatory journals, predatory conferences are a growing part of the academic landscape, but unlike their journal counterparts, to date predatory conferences have not been extensively investigated, and many unanswered questions about... more
Like predatory journals, predatory conferences are a growing part of the academic landscape, but unlike their journal counterparts, to date predatory conferences have not been extensively investigated, and many unanswered questions about their workings exist. From a positive ethics perspective, a more complete understanding of predatory conferences is desirable, as it can support researchers in making ethically appropriate choices about conference attendance. Ten predatory conference organisations were the focus of this study. The investigation first set out to identify and document the attributes of such conferences. They were then analysed to understand which attributes can most easily and reliably be used to distinguish them from legitimate conferences. A tool to assist prospective participants is introduced. The implications for positive ethics, in terms of making decisions about conference attendance, are discussed.
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Integrity and misconduct are two sides of the same coin. Acts of misconduct violate principles of integrity, so promoting integrity implies an interest in combatting acts which challenge and degrade it. There is ample evidence that... more
Integrity and misconduct are two sides of the same coin. Acts of misconduct violate principles of integrity, so promoting integrity implies an interest in combatting acts which challenge and degrade it. There is ample evidence that scholarly institutions and bodies interested in integrity frequently shift their gaze to its converse. For instance, the International Center for Academic Integrity (ICAI) defines academic integrity with respect to positive principles, establishing "six fundamental values: honesty, trust, fairness, respect, responsibility, and courage" (2021, p. 4). Despite this focus on the positive, in a reading list published by the ICAI listing key articles in academic integrity (Bertram Gallant, 2012), misconduct leaves a discernable footprint. Of 42 articles, 13 include "cheat" or "cheating" in their titles, six "plagiarism," and 12 "dishonesty" (by contrast, a single article has the word "honesty" in its title). Only nine of the 42 have titles which avoid mention of some negative act. Similarly, a search of the table of contents of the Journal of Academic Ethics finds 20 articles mentioning "plagiarism" in the title, and six naming the relatively recent phenomenon of contract cheating. Sixteen titles include "dishonesty" but only two include the word "honesty." Therefore, we ask, has the shift to "positive integrity" in the written discourses of institutions been mirrored in practice? Have we really moved to actioning and implementing "positive" rather than "negative" integrity frames? While recognising that it is appropriate and indeed necessary to investigate the transgressive, the objective of this Special Issue is to consider whether the balance is right, or whether greater awareness and implementation of positive ethics can create positive integrity change. What would happen if we were aspirational and kept the question "How can we do better?" front of mind? We acknowledge that transgressive acts are worthy of attention by virtue of their ability to threaten positive virtues. This gives positive virtues a very real primacy in principle (if not always respected in practice). The ICAI explains the need to emphasise positive values like this: Many instructors, students, staff, and administrators embrace the principles of academic integrity because they know the goals of teaching, learning, research, and service can only be accomplished in ethical environments. Despite that, scholarly institutions rarely identify and describe their commitment to the principles of integrity
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This response to Hultgren's position paper begins by examining elements of her argument. It weighs up the evidence for the assumptions which lead to her conclusions. Finally, it presents an alternative practical implication of her position.
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Despite the central role of vocabulary in language learning, and the increasing interest in academic vocabulary, materials for testing academic vocabulary are not common. This paper reports on the development of a new test of academic... more
Despite the central role of vocabulary in language learning, and the increasing interest in academic vocabulary, materials for testing academic vocabulary are not common. This paper reports on the development of a new test of academic vocabulary. Test items were based on a relatively recently developed list of academic vocabulary. They were then piloted, refined, and two comparable forms of the test were produced. The paper describes the approaches used to assess the validity and equivalence of the two forms of the test. Research and pedagogical implications and uses of the test are discussed.
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With the objective of determining what academic vocabulary students use productively, and exploring the relationship between receptive and productive academic vocabulary, this paper continues the dialog on what constitutes academic... more
With the objective of determining what academic vocabulary students use productively, and exploring the relationship between receptive and productive academic vocabulary, this paper continues the dialog on what constitutes academic vocabulary. By adopting a set of principled criteria (ratio, dispersion, discipline specificity and range) and by approximating the procedures from a recent study of academic vocabulary, the academic vocabulary found in students' writing is identified and subsequently compared to the academic vocabulary found in published academic writing (indexical of receptive purposes). Nearly 600 words emerge as being represented significantly more frequently in students' academic writing than in their non-academic writing, demonstrating that students distinguish in their writing between academic and non-academic vocabulary. Furthermore, the investigation finds significant differences between students' productive academic vocabulary and academic vocabulary serving receptive purposes, suggesting that students' productive and receptive academic vocabulary needs are far from identical. The findings reported here are intended to serve as a tool for EAP educators working to help students develop academic vocabulary fit for purpose, as well as an incentive for EAP researchers to continue to explore the nature of academic vocabulary.
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This book speaks to university teachers who are concerned about plagiarism and want to address it constructively, but feel that they may not have all the tools or information they need to do so. Those of us who have contributed to this... more
This book speaks to university teachers who are concerned about plagiarism and want to address it constructively, but feel that they may not have all the tools or information they need to do so. Those of us who have contributed to this book have a longstanding interest in plagiarism, and our experience is that colleagues—the ones we meet in the professional development courses and workshops we conduct, and the ones we meet by the coffee pot at work—have a lot of questions about plagiarism.
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Coming as it does at the beginning of a volume on plagiarism, this chapter has two purposes. The first is to provide an understanding of what plagiarism means, as a foundation on which the other chapters can build. This is not to say that... more
Coming as it does at the beginning of a volume on plagiarism, this chapter has two purposes. The first is to provide an understanding of what plagiarism means, as a foundation on which the other chapters can build. This is not to say that the definition presented here will be adopted uncritically elsewhere in this book, but it will provide a springboard for discussion.
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The chapters in this book have suggested many possible ways in which appropriate intertextuality can be fostered in higher education. Here we point to some recurrent threads in the chapters, and their implications for higher education... more
The chapters in this book have suggested many possible ways in which appropriate intertextuality can be fostered in higher education. Here we point to some recurrent threads in the chapters, and their implications for higher education pedagogy. No pedagogical intervention or innovation is applicable to all contexts, and no teacher has complete autonomy, particularly when it comes to responding to an act which is normally addressed in institutional disciplinary codes. For that reason, suggestions for best practice in handling plagiarism are often counsels of perfection. We believe, however, that even if some of the specific suggestions for practice detailed below are not to a teacher's taste, or not workable in his or her context, they at least define an area for reflection, from which other approaches may be identified.
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Liontas, J. I., International Association, T., & DelliCarpini, M. (Eds.). (2018). The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235
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The connection between TESOL and English-medium instruction (EMI) may appear at first to be somewhat tenuous. After all, teaching English to speakers of other languages is typically accomplished through deliberate, form-focused... more
The connection between TESOL and English-medium instruction (EMI) may appear at first to be somewhat tenuous. After all, teaching English to speakers of other languages is typically accomplished through deliberate, form-focused instruction. On the other hand, EMI presupposes and is enabled by the ability of all participants (e.g., teachers, students, administrative staff) to use English as a lingua franca. Coleman asserts that "foreign language learning in itself is NOT the reason why institutions adopt English medium teaching" (2006, p. 4; emphasis in the original), and while this assertion may perhaps be overly categorical (as discussed below), to the extent that language learning is an objective of EMI, it is very much a second-order one, and language development is frequently ignored or deprioritized in EMI contexts.
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Rich intertextuality is a pervasive quality of academic texts, but one which is perhaps most conspicuous in the references to other sources which characterise the preponderance of written academic genres. In addition, the highly... more
Rich intertextuality is a pervasive quality of academic texts, but one which is perhaps most conspicuous in the references to other sources which characterise the preponderance of written academic genres. In addition, the highly conventional nature of much academic discourse creates a web of less direct ties among works with a common purpose, intended readership, etc. These indirect ties—or rather the textual characteristics which result from them—are seldom if ever explicitly acknowledged. References, on the other hand, constitute explicit signals of direct intertextual relationships and it is a widespread expectation that such explicit signals of acknowledgement will be provided. When they are not, the result is an unconventional relationship which is frequently labelled 'plagiarism' and is castigated as a violation of academic integrity. This chapter reviews the rather disparate strands of research on intertextuality and plagiarism with relevance for English for Academic Purposes. It concludes with recommendations for further research and for teaching practice.
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Plagiarism is a particularly complex issue because it straddles the boundary between academic integrity and academic literacy. Academic texts are widely understood to involve complex and precise expression and rhetorical sophistication.... more
Plagiarism is a particularly complex issue because it straddles the boundary between academic integrity and academic literacy. Academic texts are widely understood to involve complex and precise expression and rhetorical sophistication. Learning to write them is rarely easy, but writers who are working through a second language face an additional challenge. Because of a trend toward increased international mobility among students, the number of inexperienced academic writers using a second language is large and rising rapidly. If, as it has been suggested, this group is especially likely to be charged with plagiarism, then there is a real danger both to the students in this group and to standards of academic integrity. This chapter examines the aspects of plagiarism which are of particular relevance to second-language writers, identifies potential problem areas and suggests solutions.
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Research Interests: English Literature, English for Academic Purposes, Curriculum Design, Academic curriculum, English language, and 15 moreAcademic Writing, English, Applied Linguistics, Corpus Linguistics, Academic writing in a foreign language, Curriculum Development, Citation Behavior, Curriculum and Instruction, ELT, English for Specific Purposes or Academic English, Citation Analysis, Common European Framework of Reference for Languages, English Language, English As An Additional Language, and Doctoral Dissertations
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Research Interests: Cheating and Plagiarism, Intertextuality And Plagiarism, Academic Integrity, Academic Writing, Writing Centers, and 15 morePlagiarism studies, Approaching plagiarism pedagogically, Identity, Power, Voice, Plagiarism, Plagiarism, Authenticity, and Authorship, Academic English, Plagiarism and Patchwriting, Policy Implementation, EIL, Cultural Stereotypes, Teaching Writing Skills and Strategies, Plagiarism Management In Universities, and Source Use
"Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an essential skill which novice writers must acquire. It is also a complex skill, and student performance is not... more
"Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an
essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use is and is not appropriate, but some evidence suggests that university teachers and other gatekeepers may fall short of this consistency. This paper reports the findings of semistructured
text-based interviews aimed at understanding the basis of teacher attitudes and responses to intertextuality in academic
writing. Teachers who were asked to evaluate the same examples from student texts differed in their judgments about whether the examples were appropriate, and provided different types of explanation for their judgments. These explanations enable us to develop a four-part typology of intertextuality which allows analytic discussion of differing judgments. The implications both of the teacher judgments and of the typology for second language writing instruction are discussed and an assessment of the relevance of our findings for the theme of this special issue is provided."
essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use is and is not appropriate, but some evidence suggests that university teachers and other gatekeepers may fall short of this consistency. This paper reports the findings of semistructured
text-based interviews aimed at understanding the basis of teacher attitudes and responses to intertextuality in academic
writing. Teachers who were asked to evaluate the same examples from student texts differed in their judgments about whether the examples were appropriate, and provided different types of explanation for their judgments. These explanations enable us to develop a four-part typology of intertextuality which allows analytic discussion of differing judgments. The implications both of the teacher judgments and of the typology for second language writing instruction are discussed and an assessment of the relevance of our findings for the theme of this special issue is provided."
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Resumen: In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus... more
Resumen: In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus infrastructure that underlie the practice. A large-scale survey was carried out and answers were obtained from over 20% of teachers at Swedish universities.
Research Interests: Education, English for Academic Purposes, Higher Education, TESOL, Learner Autonomy, and 18 moreMetacognition, Reading, ESP, Language, CALL, Sla, Cpd, Text, English as a Foreign Language (EFL), EAP, Attitudes, ESL-EFL- EAP-Teachers' education, ESOL, Parallel-language Environment, SLA, Linguistic Competence, Materials Evaluation & Design, and Managing Innovations In ELT
Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and... more
Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English-language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences of English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided both about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the EFL/ESL classroom are discussed.
KEYWORDS: reading practices, textbooks, English second-language reading, second-language reading, parallel language contexts
KEYWORDS: reading practices, textbooks, English second-language reading, second-language reading, parallel language contexts
Research Interests: English for Specific Purposes, English for Academic Purposes, Teaching English as a Second Language, Second Language Acquisition, Languages and Linguistics, and 10 moreVocabulary, TESOL, Teaching English As A Foreign Language, Educational Linguistics, English/Language for Academic Purposes, Academic literacy, Textbooks, Parallel-Language Universities, Reading in a Second Languagee, and Academic Reading
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Proceedings of the 4th Plagiarism Conference, 21-23 June, 2010, Newcastle upon Tyne.
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Repetition in language use has been approached from several rather diverse angles, including pre-fabricated multi-word lexical units and intertextuality of types ranging from quotation to patchwriting (Howard, 1995) to plagiarism. This... more
Repetition in language use has been approached from several rather diverse angles, including pre-fabricated multi-word lexical units and intertextuality of types ranging from quotation to patchwriting (Howard, 1995) to plagiarism. This paper suggests that such divergent approaches to the question of repetition have commonalities which can inform EAP practice, and reports the results of an investigation into repetition in a specific element in biology research articles.
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As novice members of their academic discourse communities, postgraduates face the challenge of learning to write in ways which will be judged as appropriate by those communities. Two resources in this effort are students' own observations... more
As novice members of their academic discourse communities, postgraduates face the challenge of learning to write in ways which will be judged as appropriate by those communities. Two resources in this effort are students' own observations of the features of published texts in their disciplines, and feedback on their texts from teachers and advisors. These resources depend, though, on the extent to which textual features can be observed. Swales (1996) has noted the existence of occluded academic genres. The notion of occlusion is extended here to refer to the features of academic texts which are not ordinarily visible to the reader. One important area of occlusion is citation and, specifically, the relationship between a reference to a source and the source itself. This article reports the findings of an investigation into three visible and occluded features of postgraduate second-language writing. The novice writers in this study were found to respond to their disciplines' expectations in terms of the visible aspects of source use, but with regard to the occluded features their writing diverged considerably from received disciplinary norms. The findings also suggest that, with respect to disciplinary norms, a gap may exist between what is prescribed and what is practiced.
Research Interests: English for Specific Purposes, English for Academic Purposes, Cheating and Plagiarism, Languages and Linguistics, Intertextuality And Plagiarism, and 9 moreAcademic Writing, Second Language Writing, English/Language for Academic Purposes, Citation Behavior, Plagiarism studies, Approaching plagiarism pedagogically, Plagiarism, Plagiarism Management In Universities, and Source Use
Plagiarism is regarded as a heinous crime within the academic community, but anecdotal evidence suggests that some writers plagiarize without intending to transgress academic conventions. This article reports a study of the writing of 17... more
Plagiarism is regarded as a heinous crime within the academic community, but anecdotal evidence suggests that some writers plagiarize without intending to transgress academic conventions. This article reports a study of the writing of 17 postgraduate students. Source reports in the student-generated texts were compared to the original sources in order to describe the relationship between the two. Interviews were also conducted with the student writers and their supervisors. The student writing was found to contain textual features which could be described as plagiarism, but the writers’ accounts of their work and the textual analysis strongly suggest absence of intention to plagiarize, thus providing empirical verification of similar suggestions in the literature. Implications of these findings are discussed and include a recommendation that the focus on preventing plagiarism be shifted from post facto punishment to proactive teaching.
Research Interests: English for Specific Purposes, English for Academic Purposes, Cheating and Plagiarism, Languages and Linguistics, Plagiarism Detection, and 10 moreIntertextuality And Plagiarism, Academic Writing, Second Language Writing, English/Language for Academic Purposes, Plagiarism studies, Approaching plagiarism pedagogically, Languages for Specific Purposes, Plagiarism, Plagiarism and Patchwriting, and Plagiarism Management In Universities
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"This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most... more
"This paper reports the findings of a study of undergraduate student use of,
and attitudes toward, textbooks and other assigned reading. More than
1200 students of various subjects at three Swedish universities were surveyed.
Most students said reading played an important role in learning
generally and attributed positive characteristics to their textbooks. However,
students’ self-reported reading behaviour was at odds with these attitudes,
with many students reporting some degree of non-compliance with
reading assignments and a small group of students expressing active resistance
to completing reading assignments. Although textbooks were perceived
as valuable, students reported a preference for learning course
content from other resources, such as lectures and lecture notes. Textbooks
were perceived as alternatives, rather than complements, to attending class.
Differences were found across academic disciplines. Implications of these
findings for educational administration and classroom practice are discussed."
and attitudes toward, textbooks and other assigned reading. More than
1200 students of various subjects at three Swedish universities were surveyed.
Most students said reading played an important role in learning
generally and attributed positive characteristics to their textbooks. However,
students’ self-reported reading behaviour was at odds with these attitudes,
with many students reporting some degree of non-compliance with
reading assignments and a small group of students expressing active resistance
to completing reading assignments. Although textbooks were perceived
as valuable, students reported a preference for learning course
content from other resources, such as lectures and lecture notes. Textbooks
were perceived as alternatives, rather than complements, to attending class.
Differences were found across academic disciplines. Implications of these
findings for educational administration and classroom practice are discussed."
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Abstract. References to other scholars’ work is an important component of research writing, and one which requires careful attention in order to convey the writer’s stance toward the reported propositions and their relationship to each... more
Abstract. References to other scholars’ work is an important component of research writing, and one which requires careful attention in order to convey the writer’s stance toward the reported propositions and their relationship to each other and to the writer’s own work. Second language writers often find it difficult to master the skill of selecting appropriate forms for reporting verbs, and this is an area in which English for Academic Purposes (EAP) materials and teachers are called upon to provide guidance. However, accounts of reporting verb usage have demonstrated that this is a complex area, and simple prescriptions or proscriptions are not sufficient: appropriate choices are dependent on the relationship between form and function, both locally and globally in the citing text. The present paper extends the existing research literature on reporting verbs by examining some of the factors which guide the citing writer’s choices. Implications for the EAP classroom are also taken up.
Research Interests: English Literature, Interpersonal Communication, English for Academic Purposes, Teaching English as a Second Language, Language Acquisition, and 46 moreCurriculum Design, Academic curriculum, Sociolinguistics, English language, Academic Writing, TESOL, Learner Autonomy, Applied Linguistics, Scholarly Journals in English, Communication Ethics, Second Language Writing, Corpus Linguistics, Academic writing in a foreign language, Language Assessment, Educational Linguistics, Curriculum Development, English/Language for Academic Purposes, Foreign language teaching and learning, Second Language Curriculum Development, Syllabus Design, Citation Behavior, Curriculum and Instruction, Genre Analysis & Second Language Writing, Second Language Pedagogy, European Language Portfolio, English for Academic/Professional Purposes with a focus on English for International Business and Management., ELT, Teaching culture in foreign languages, Graduate Students, English as a Foreign Language (EFL), English for Specific Purposes or Academic English, English for Specific/academic purposes, Citation Analysis, Common European Framework of Reference for Languages, Second Language Acquisiton, Migrant Education, Academic Reading, Academic Writing, Teaching English as a Foreign Language, Reporting Verbs, English As a Second Language (ESL), English As An Additional Language, Theories of Language Teaching/learning, Citations (References), Doctoral Dissertations, Effectiveness and Efficiency In English Language Teaching, Effeectiveness In Customer Service Delivery, and Marketing Communication Effectiveness
Research Interests: Cheating and Plagiarism, Intertextuality And Plagiarism, Academic Integrity, Academic Writing, Writing Centers, and 14 morePlagiarism studies, Approaching plagiarism pedagogically, Identity, Power, Voice, Plagiarism, Academic English, Plagiarism and Patchwriting, Policy Implementation, EIL, Cultural Stereotypes, Teaching Writing Skills and Strategies, Plagiarism Management In Universities, and Source Use
Resumen: In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus... more
Resumen: In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus infrastructure that underlie the practice. A large-scale survey was carried out and answers were obtained from over 20% of teachers at Swedish universities.