Textual Borrowing Practices and Academic Integrity in the institutions of Higher Education in Armenian Universities

Abstract

The main purpose of the current thesis was to investigate the textual borrowing practices in institutions of higher education in Armenian. The study focused on the three (awareness, attitude, and perception) categories that are used to analyze the findings. The research employed triangulation methodology. Overall 135 participants (130 students and 5 teachers) took part in the study. On the first stage an online survey on plagiarism was sent to students via email and Facebook and a workshop on plagiarism was conducted, on the second stage textual borrowing task of the students was collected, and on the third stage interview with teachers from five universities was conducted. Findings of the study showed that students have theoretical knowledge about plagiarism, but they do not know how to use techniques and rules of academic writing in their practice to avoid plagiarism. Meantime, it also became obvious from most of the students comments that they want to have introductory course on plagiarism, which would have continuous character that would allow them to acquire techniques and strategies of academic writing.