Saudi undergraduate students’ perceptions of plagiarism: A case of EFL research writing tasks during E-learning sessions

Abstract

Plagiarism has long been a concern within the academic community. However, its prevalence and impact in the Middle Eastern context, particularly in Saudi Arabia, have not been sufficiently addressed. This study aims to investigate Saudi undergraduate students' perceptions of plagiarism in English as a foreign language (EFL) research writing during e-learning sessions and examine whether their academic levels, grade point average (GPA), and gender play a substantial role in affecting their perceptions of plagiarism. A survey was conducted with 110 Saudi undergraduate students (33 males and 77 females) majoring in English at a university in Saudi Arabia. The findings indicate that most of the participants were aware of the most prevalent forms of plagiarism in EFL research writing during e-learning sessions. The findings also reveal that students' GPA and gender did not have a statistically substantial impact on the participants' perceptions. However, it was observed that students’ academic levels had a discernible effect on their perceptions. This study provides some practical implications for enhancing student awareness and assisting them in avoiding plagiarism in EFL research writing.

Keywords

• E-Learning
• EFL writing
• Perceptions
• Plagiarism
• Research writing
• Undergraduate Saudi students