Master Theses in Algeria: Exploring EFL Learners’ Perceptions of Plagiarism

Abstract

The issue of plagiarism has long been a growing concern worldwide. Plagiarism is considered as one of the most worrying and serious issues facing the majority of academic institutions. The Algerian universities make no exception to the rule. Accordingly, more time and efforts are devoted to fight such unethical phenomenon mainly with this tremendous progress achieved in the field of Information and Communications Technology (ICT). Today, a great deal of online applications is at the hand of every user not simply to paraphrase or to summarize but also to create complete dissertations and essays. To deal with such problematic, Algerian authorities have issued stringent legal procedures, and universities have adopted a more effective, formative and proactive anti-plagiarism approach. On the other hand, students rarely consider the question of plagiarism. Therefore, the current study provides the Master EFL learners at the University of Saida with an exclusive opportunity to have a word about the issue under investigation since they are the first concerned subjects. The research attempts to explore students’ attitudes and perceptions about the notion of plagiarism. It tries to uncover the factors and reasons leading learners and their peers to plagiarize. It also provides strategies and suggestions to curb plagiarism at Algerian universities. To set up the investigation, a mix-method approach is adopted and underpinned by an interpretive strategy. The present inquiry is quantitative through the use of a questionnaire with sixty-one students, and it is qualitative through the use interview with thirty-five EFL learners of the same university. Based on the gathered data, participants in this study demonstrate a limited understanding of plagiarism. In addition, and despite their awareness of its threats, informants seem to be indifferent and unresponsive towards plagiarism. The data analysis also reveals a myriad of factors contributing to plagiarism problems. However, it is agreed that easy access to the internet, laziness, poor time management, linguistic deficiencies, a lack of detection software, and a lack of severe punishments are the most common factors leading EFL learners to plagiarize. As a result, rising awareness, educational training, anti-plagiarism filters software use, and enforcing punishment in higher education are suggested to restrain plagiarism.