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Thesis/Dissertation Seminars

Dissertation Defense: Post-Secondary Faculty Treatment of Non-Native English-Speaking Student Writing Errors in Academic Subject Courses

ED 306
December 5, 2017 @ 01:30 PM - 03:30 PM

Announcing the Final Examination of Laura E. Monroe for the degree of Doctor of Philosophy

The goal of this research was to identify the possible factors and determine the reasons that post-secondary faculty do not deduct points for non-native English-speaking students academic writing errors and plagiarism. An exploratory pilot study was conducted via interviews with post-secondary faculty regarding error correction of their non-native English-speaking students' academic writing and plagiarism, which informed the final research study instrument. Faculty participated in an online survey via Qualtrics answering demographic questions and also provided reasons for not deducting points for academic writing errors and plagiarism in both non-native and native English-speaking student populations, as well as if they gave their non-native English-speaking students more time on assessments.

This study investigated possible factors that could influence faculty's treatment of non-native English-speaking student writing errors and plagiarism, being aware of students' English proficiency, grading for mechanics and organization, feeling that their department/institution prepares them to assess non-native English speakers' writing, and being interested in receiving future training on assessing non-native English speakers' writing errors, among others. Demographic information provided was also analyzed for possible impact on the treatment of non-native English-speaking students' errors, such as gender, age, if they taught at a private or public institution, institution size, years taught, if English was their native language, and if they had TESOL training. Both structural equation modeling (SEM-PLS) and IBM's SPSS analyses showed to what degree both the specific factors and the reasons given for not deducting points existed in various demographic populations.

The results of this study revealed significant factors that influenced faculty's treatment of student writing errors and plagiarism, which were number of years faculty taught, faculty's native language, and if they taught at a public or private institution. The results of this study inform development of faculty training workshops regarding assessment of non-native English-speaking student academic writing errors and plagiarism, regardless of degree program and degree level, as well as international student teaching assistants and post-doctoral program.

Committee in charge: Joyce Nutta (Chair), Shiva Jahani, Florin Mihai, Melody Bowdon


 

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