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Optimism Bias and Plagiarism: The Effects of Reinforcements on Filipino Students’ Academic Writing Proficiency
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.18 No.2 (2021.06)바로가기
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- 페이지
- pp.591-607
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A397451
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원문정보
초록
- 영어
- Late submission, sloppy works, and plagiarized papers are the common hurdles encountered by most English writing teachers. However, there seem to be limited studies addressing these three problems. Therefore, this study utilizes the positive reinforcements by Sharot’s (2011) Optimism Bias (OB), and negative reinforcement through Enactive Learning (EL) (Bandura, 1986, as cited in Feist et al., 2018). Following that, the researchers explore the effects of these reinforcements to the 213 Filipino college students’ academic writing proficiency, their perceptions on these approaches, and the best approach to use in teaching academic writing. This study used analysis of variance (ANOVA) in testing the significant difference among the reinforcements applied such as OB, EL, and combined OB/EL on students’ academic writing proficiency. Specifically, the Tukey Post-Hoc Test presents that there is significant difference between EL and combined OB/EL, OB and EL, but not between OB and combined OB/EL. Moreover, the descriptive statistics reveal that the different reinforcements are manifested and motivating based on students’ perceptions. The results show that the combined OB and EL reinforcements best helped students’ performance and behavior in their academic writing class. Thereby, this paper introduces the potential impact of the Diametric Motivational Approach to college students’ academic writing proficiency.
목차
Abstract
Introduction
Literature Review
Reinforcements
Plagiarism
Theoretical Background
Optimism Bias
Social Cognitive Theory: Enactive Learning
Theoretical Framework
Integration of Reinforcements: OB and EL
Methods
Participant
Participants
Procedure
Data Analysis
Results
Significant Difference among the Three Reinforcements
Student’s Perception on the Reinforcements
Discussion
Diametric Motivational Approach
Limitations and Future Directions
Conclusion
Acknowledgements
The Authors
References
키워드
optimism bias positive reinforcement academic writing plagiarism enactive learning저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.18 No.2
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