TOWARDS DEVELOPING A PEDAGOGY TO HELP POSTGRADUATE STUDENTS AVOID PLAGIARISM IN ENGLISH ACADEMIC WRITING: A CASE STUDY IN VIETNAM

This case study explores student plagiarism in English academic writing in a postgraduate program in Vietnam, as well as pedagogical strategies for its avoidance. The starting point was a review of academics’ and students’ perspectives on student plagiarism and related pedagogical practices within specialist TESOL units, as well as expectations for improved pedagogy. This led to the establishment of design principles for the integration, within specialist units, of pedagogical elements on plagiarism avoidance, applying social constructivism and formative assessment. Materials and activities based on these principles were developed, piloted and evaluated in terms of their design principles and their effectiveness.