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Chinese University of Hong Kong, Hong Kong S.A.R. (China)
This study examines undergraduate students’ perception of instructional intervention on textual plagiarism. Data was collected from 40 first-year Chinese ESL students in Hong Kong consisting of beginning-of-term pre-intervention, mid-term during-intervention and end-of-term post-intervention questionnaires in 2016-17. Findings showed that most participants barely had any prior knowledge of textual plagiarism and how to avoid it, and they learned the importance of avoiding plagiarism and the need to develop these skills. The results suggest that students should be provided continuing independent learning practices to avoiding plagiarism beyond the course.