jazykového vzdělávání MU

Konference Výuka ekonomického jazyka na vysokých školách

Eliminating Plagiarism from Student Project Work

Henrieta Kožaríková, Eva Kaščáková

Mgr. Eva Kaščáková, PhD. works as an assistant professor at the Department of Languages, Technical University of Košice, Slovakia. She studied Philosophy and the English language at the Faculty of Arts, University of Prešov in Prešov. She received her PHD. degree in Education Technology from the University of Constantine the Philosopher in Nitra. Eva Kaščáková currently teaches English for Specific Purposes, such as Business English, Financial English, English for International Tourism, English for Mechanical Engineering, English for Civil Engineering and English for Computer Users. Her professional and research interests revolve around applied linguistics, ESP methodology, including the utilization of ICT in language education, course design, and assessment. Eva Kaščáková has co-organized 6 biennial international conferences on foreign languages named FORLANG and edited the conference proceedings. Henrieta Kožaríková is an assistant professor at the Department of Languages at Technical University of Košice. She works as a teacher of English for Specific Purposes (Business English, English for Civil Engineering, English for Mechanical Engineering, English for Computers) and she also teaches Slovak language for foreigners. Her expertise includes methodology of teaching foreign languages, blended learning, interactive form of teaching, materials writing and syllabus design. Her research focuses on the differences between traditional and flipped classroom approach in the process of inquiring English business and financial terminology at the Faculty of Economics, student-centred activities engaged in the classroom and the active form of teaching and learning. Her research interests also include issues of linguistics, applied linguistics, lexicology and terminology. She concentrates on English financial terminology, its character, usage and an adoption in the system of Slovak language with the aim to identify the most frequent form of borrowing.

Project work has been very popular for a few decades and various project tasks are regularly assigned to students across curricula throughout their study However, in spite of having considerable experience with projects by the time they start tertiary education, university students often lack basic academic writing skills, especially in relation to academic dishonesty and plagiarism. The paper attempts to identify typical violations of copyright law in the final projects of Business English courses, such as not giving due credit to the creator of an idea, intentional and unintentional acts of plagiarism, unacceptable paraphrasing, unacceptable use of quotations, or other inadequate uses of sources. The authors look for the causes of these acts and also propose the solutions that go beyond sophisticated uses of plagiarism checkers. Besides providing proper training in citing, paraphrasing and summarising, the authors suggest the need to reevaluate the relevancy and challenge inherent to the project task. Thus not only uniqueness and originality of the outcome will be achieved but also authenticity and development of relevant 21st century skills, in all three Ls categories (learning, literacy, and life) such as critical thinking, problem solving, creativity, cooperation, information literacy or productivity and reliability, leading to the development of autonomous life-long learning.

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