在全球的高等教育中，抄襲已成為一個嚴重的問題。科技與網路的發展讓學生更容易觸犯抄襲行為，也讓老師更難察覺。近年來，如何避免抄襲已成為一個熱門的議題，並得到各大學教師、行政人員與研究人員的注意。基本上，有三種方法可以有效避免抄襲，並可將其融入於正式課程中：一是建立學生完整的抄襲與避免抄襲的知識，二是發展學生的改寫能力，三為訓練學生正確的引用技巧。但與西方其他國家相比，在台灣的高等教育中，避免抄襲相關的訓練課程卻是少之又少，此外，台灣大學生也普遍缺乏相關的知識與能力來避免抄襲。因此，本研究設計了一個融合線上寫作系統—DWright的英文寫作課程，目的為探究此英文寫作課程對發展台灣大學生避免抄襲的知識與英文改寫及引用能力的成效，以及他們對此英文寫作課程的看法與態度。
此研究共有14位台灣大學生參與，研究者採用行動研究(action research)來設計為期13週的英文寫作課程。在行動研究中，研究者也是教學者可以根據課程設計與學生的學習需求來調整課程的安排，因此，此英文寫作課程共包含兩個階段。第一階段的課程為混合式學習(blended learning)，主要是由研究者教學，並引導學生搭配DWright系統學習；第二階段為自學課程，學生自行使用DWright系統，並透過完成三個自學任務來學習。
本研究採用量化及質性的混合式研究，量化資料主要來自學生在寫作課程結束後所填寫的問卷，質性資料則是學生三次的寫作作業、三次針對抄襲情境與英文改寫能力的測驗、三次自學任務與訪談的結果。
本研究結果顯示，學生對融入DWright系統至日常的英文寫作課程感到很喜歡並持正面的態度。此外，學生肯定整體英文寫作課程的學習成效，認為經過這13週的英文寫作課程，他們學到了避免抄襲的知識，並增進他們英文改寫與引用的知識與能力。學生也表示他們對如何避免抄襲更有信心，也有信心能夠用英文改寫及引用地更好。整體而言，本研究提供一些實用的教學建議給研究者與教學者，幫助他們未來融合線上寫作系統來設計相關的寫作課程，並發展學生避免抄襲的知識與能力。

Plagiarism is a serious problem in higher education around the world. With the development of technology and Internet, the behavior of plagiarism becomes easier for students to commit, but harder for teachers to detect. Recently, the issue of how to avoid plagiarism has been receiving attention from instructors, administrators and researchers at various universities and colleges. Basically, three ways are believed to be practical to fight against plagiarism, and they can be integrated into formal instruction: (a) well-built knowledge of plagiarism and plagiarism avoidance; (b) proper and mature paraphrasing skills; and (c) correct and complete citation and referencing. However, compared to most Western countries, in the higher education of Taiwan, there are few formal instructions focusing on these plagiarism-avoidance techniques. Moreover, Taiwanese undergraduate students generally have limited knowledge and ability to prevent themselves from plagiarism. Therefore, in the present study, the researcher designed an English composition instruction with the integration of an online writing tutorial system—DWright to teach and guide Taiwanese EFL undergraduate students to learn the concept of plagiarism avoidance, enhance their English paraphrasing skills, and develop correct citation skills. The purpose of this study is to examine the effectiveness of using DWright as a teaching tool and learning material in a regular English Composition course to help Taiwanese undergraduate students develop their knowledge and awareness about plagiarism avoidance, and to facilitate their paraphrasing skills in English, and also develop correct and complete English citation knowledge. Moreover, students’ perception toward using the DWright system in the writing instruction was investigated as well.
Fourteen undergraduate students from a research-based university in Taiwan participated in this study. The researcher adopted action research to design a 13-week English writing course in this study. Action research encourages the researcher to conduct multiple cycles in the action research project based on the course design and students’ learning needs. Therefore, two phases of English writing instructions were implemented in this study. In the first phase, participants learned the materials in a blended learning environment, combined with the researcher’s instruction and the use of DWright. The second phase is a self-learning session. Participants used DWright by themselves, and learned the contents by completing a couple of designed tasks.
A qualitative method combined with descriptive statistics was used in this research. Post-course questionnaire was analyzed quantitatively. Students’ three writing assignments, pre-, post, and delayed tests, self-learning designed tasks and interview data were analyzed qualitatively in order to answer the research questions.
The result shows that students held a positive attitude to the use of DWright in the regular English Composition course. Moreover, they thought the writing instruction with the use of DWright was helpful to develop their knowledge of plagiarism avoidance, and enhance their English paraphrasing and citation knowledge and skills. They also claimed that they felt more confident in avoiding plagiarism and performing better English paraphrasing and citation skills in their written works. In sum, the current research provides some pedagogical implications for researchers and instructors who intend to incorporate online writing tutorial systems in their writing instruction to develop students’ ability to avoid plagiarism in their school lives and future works.

Abasi, A. R., Akbari, N., & Graves, B. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing, 15, 102–117. doi:10.1016/j.jslw.2006.05.001
Abasi, A.R. & Graves, B. (2008). Academic literacy and plagiarism: Conversations with international graduate students and disciplinary professors. Journal of English for Academic Purposes, 7(4), 221-233. doi:10.1016/j.jeap.2008.10.010
Baralt, M., Pennestri, S., & Selvandin, M. (2011). Using Wordles to teach foreign language writing. Language Learning & Technology, 15(2), 12-22. Retrieved from http://llt.msu.edu/issues/june2011/actionresearch.pdf
Barrs, K. (2012). Fostering computer-mediated L2 interaction beyond the classroom. Language Learning & Technology, 16(1), 10-25. Retrieved from http://llt.msu.edu/issues/february2012/actionresearch.pdf
Barry, E. S. (2006). Can paraphrasing practice help students define plagiarism? College Student Journal, 20, 377-384.
Batane, T. (2010). Turning to Turnitin to fight plagiarism among university students. Educational Technology & Society, 13(2), 1-12.
Bennett, R. (2005). Factors associated with student plagiarism in a post-1992 university. Assessment & Evaluation in Higher Education, 30, 137–162. doi: 10.1080/0260293042000264244
Betts, L. R., Bostock, S. J., Elder, T. J., & Trueman, M. (2012). Encouraging good writing practice in first-year psychology students: An intervention using Turnitin. Psychology Teaching Review , 18(2), 74-81.
Black, G. (2002). A comparison of traditional, online and hybrid methods of course delivery. Journal of Business Administration Online, 1(1), 1-9.
Bleed, R. (2001). A hybrid campus for the new millennium. Educause Review, 36(1), 16-24. Retrieved from http://www.educause.edu/ir/library/pdf/erm0110.
pdf
Bloch, J. (2012). Plagiarism, intellectual property and the teaching of L2 writing. England: Multilingual Matters.
Brkic, S., Bogdanovic, G., Vuckovic-Dekic, L., Gavrilovic, D., & Kezic, I. (2012). Science ethics education: Effects of a short lecture on plagiarism on the knowledge of young medical researchers. Journal of BUON, 17(3), 570.
Burns, A. (2003). Collaborative action research for English language teachers. (3 ed.). UK: Cambridge University Press.
Cargill, M., C’Connor, P. & Li, Y. (2012). Educating Chinese scientists to write for
international journals: Addressing the divide between science and technology
education and English language teaching. English for Specific Purposes, 31(1), 60-69. doi:10.1016/j.esp.2011.05.003
Carroll, J., & Appleton, J. (2001). Plagiarism: A good practice guide. Retrieved from http://www.jisc.ac.uk/media/documents/programmes/plagiarism/brookes.pdf
Chandrasoma, R., Thompson, C., & Pennycook, A. (2004). Beyond plagiarism: Transgressive and nontransgressive intertextuality. Journal of Language, Identity and Education, 3(3), 171–193. doi: 10.1207/s15327701jlie0303_1
Chou, I. (2010). Is Plagiarism a Culture Product: The Voice of a Chinese-Speaking ELL Student. The International Journal-Language, Society and Culture, 31, 37-41.
Coghlan, D., & Brannick, T. (2010). Doing action research in your own organization (3rd ed.) London: Sage Publications.
Corder, D., & U-Mackey, A. (2011). Integration of technology for effective learning, teaching, and assessment. In M. Levy, F. Blin, C. B. Siskin & O. Takeuchi (Eds.), WorldCALL: International Perspectives on Computer-Assisted Language Learning (pp. 188-201). New York, NY: Taylor & Francis.
Currie, P. (1998). Staying out of trouble: Apparent plagiarism and academic survival. Journal of Second Language Writing, 7(1), 1-18.
Daniels, D. (2011). College Lectures: Is Anybody Listening? In College Writing Skills with Readings (8th ed., pp. 744-747). Singapore: Mc Graw-Hill.
Davis, M. (2007). The Role of Turnitin within the formative process of academic writing. The Brookes eJournal of Learning and Teaching, 2(2).
Davis, M. (2013). The development of source use by international postgraduate students. Journal of English for Academic Purposes, 12(2), 125-135. doi:10.1016/j.jeap.2012.11.008
Dai, J., Raine, R. B., Roscoe, R., Cai, Z., & McNamara, D. S. (2011). The Writing-Pal tutoring system: Development and design. Journal of Engineering and Computer Innovations, 2(1), 1-11.
Delialioglu, O., & Yildirim, Z. (2008). Design and development of a technology enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction. Computers & Education, 51, 474-483. doi: 10.1016/j.compedu.2007.06.006
DeVoss, D., & Rosati, A. C. (2002). "It wasn't me, was it?" plagiarism and the web. Computers and Composition, 19, 191-203.
Dunayer, J. (2011). Here’s to Your Health. In College Writing Skills with Readings (8th ed., pp. 723-725). Singapore: Mc Graw-Hill.
Ercegovac, Z., & Richardson, J. V. (2004). Academic dishonesty, plagiarism included, in the digital age: A literature review. College & Research Libraries, 65(4), 301-318.
Eret, E. & Gokmenoglu, T. (2010). Plagiarism in higher education: A case study with prospective academicians. Procedia Social and Behavioral Sciences, 2, 3303-3307. doi: 10.1016/j.sbspro.2010.03.505
ETS Criterion (2013). About the Criterion ® Service. Retrieved from http://www.ets.org/criterion
Ferrance, E. (2000). Action research. Northeast and Islands Regional Educational Laboratory at Brown University.
Garg, U. (2011). Plagiarism and detection tools: An overview. Research Cell: An International Journal of Engineering Sciences, 1, 92-97.
Garrison, D.R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95–105. doi: 10.1016/j.iheduc.2004.02.001
George, D., & Malleery, P. (2003). SPSS for Windows: Step by step a simple guide and reference 11.0 update. Boston, MA: Pearson Education.
Gullifer, J., & Tyson, G. A. (2010). Exploring university students' perceptions of plagiarism: A focus group study. Studies in Higher Education, 35(4), 463-481. doi: 10.1080/03075070903096508
Gutierrez, D., & Russo, S. (2005). Comparing student performance, attitudes and preferences in an introduction to business course: Online, hybrid and traditional delivery methods – who makes the “A” grade?. The International College Teaching Methods & Styles Journal, 1(3), 1-8.
Helms, S. A. (2012). Blended/hybrid courses: A review of the literature and recommendations for instructional designers and educators. Interactive Learning Environments, 1-7. doi: 10.1080/10494820.2012.745420
Hou,B. J. (侯柏青), Zhen,Y. J. (陳怡靜), & Lin,X. Y. (林曉雲) (2013). Plagiarism on research articles: A doctoral student from National Cheng Chi University is accused of plagiarism and sentenced to be imprisoned for nine months. (抄襲論文: 政大博士生判刑9月). The Liberty Times (自由時報). Retrieved from http://tw.news.yahoo.com/%E6%8A%84%E8%A5%B2%E8%AB%96%E6%96%87-%E6%94%BF%E5%A4%A7%E5%8D%9A%E5%A3%AB%E7%94%9F%E5%88%A4%E5%88%919%E6%9C%88-221621332.html
Howard, R. (1996). Plagiarisms, authorships, and the academic death penalty. College English, 57, 788–806.
Howard, R. M. (1990). Standing in the shadow of giants: Plagiarists, authors, collaborators. Stamford: Ablex Publishing Corporation.
Howard, R. M. (2001). Plagiarism: What should a teacher do?. Paper presented at the Conference on College Composition and Communication, March 17, 2001, Denver, Colorado.
Howard, R. M. (2007). Understanding "Internet plagiarism". Computers and Composition, 24, 3-15. doi: 10.1016/j.compcom.2006.12.005
Howard, R.M. (2010). Paraphrasing without patchwriting. Writing Matters: a handbook for writing and research. New York: McGraw-Hill.
Hyland, K. (1999). Academic attribution: Citation and the construction of disciplinary knowledge. Applied Linguistics, 20(3), 341-367. doi: 10.1093/applin/20.3.341
Hyland, F. (2001). Dealing with plagiarism when giving feedback. ELT Journal, 55, 375–381. doi: 10.1093/elt/55.4.375
Hyland, K. (2010). Second language writing. Cambridge: Cambridge
University Press.
Hyland, K. (2013). Writing in the university: Education, knowledge and reputation. Language Teaching, 46 (1), 53-70. doi:10.1017/S0261444811000036
Hyland, T. A. (2009). Drawing a line in the sand: Identifying the borderzone between self and other in EL1 and EL2 citation practices. Assessing Writing, 14, 62-74. doi: 10.1016/j.asw.2009.01.001
Johns, A., & Mayes, P. (1990). An analysis of summary protocols of university ESL students. Applied Linguistics, 11, 253–271.
Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Journal of Second Language Writing, 15, 261-278. doi: 10.1016/j.jslw.2006.09.006
Kellogg, R. T., Whiteford, A. P., & Quinlan, T. (2010). Does automated feedback help students learn to write? Journal of Educational Computing Research, 42, 173-196. doi: 10.2190/EC.42.2.c
Kemmis, S. and McTaggart, R. (1988). The Action Research Planner. Victoria, Australia: Deakin University.
Kılıçkaya, F. (2011). Improving pronunciation via accent reduction and text-to-speech software. In M. Levy, F. Blin, C. B. Siskin & O. Takeuchi (Eds.),WorldCALL: International Perspectives on Computer-Assisted Language Learning (pp. 85-96). New York, NY: Taylor & Francis.
Kimura, M., Obari, H., & Goba, Y. (2011). Mobile technologies and language learning in Japan: Learning anywhere, anytime. In M. Levy, F. Blin, C. B. Siskin & O. Takeuchi (Eds.), WorldCALL: International Perspectives on Computer-Assisted Language Learning (pp. 275-292). New York, NY: Taylor & Francis.
Kose, O., & Arikan, A. (2011). Reducing plagiarism by using online software: An experimental study. Contemporary Online Language Education Journal, 1, 122-129.
Lee, M. C. (2010). Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation-confirmation model. Computers & Education, 54(2), 506-516. doi:10.1016/j.compedu.2009.09.002
Liaw, S. S. & Huang, H. M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14–24. doi:10.1016/j.compedu.2012.07.015
Leh, A. S. (2002). Action research on hybrid courses and their online communities. Educational Media International, 39(1), 31-38. doi: 10.1080/0952398021013120 4
Levy, M. (2009). Technologies in use for second language learning. Modern Language Journal, 93(S1), 769-782.
Lin, C. H., & Wen, L. Y. (2007). Academic dishonesty in higher education—a nationwide study in Taiwan. Higher Education, 54(1), 85-97. doi: 10.1007/s10734-006-9047-z
Liou, H. C. & Peng, Z. Y. (2009). Training effects on computer-mediated peer review. System, 37(3), 514-525. doi:10.1016/j.system.2009.01.005
Liou, H. C. (2011). Blogging, collaborative writing, and multimodal literacy in an EFL context. In M. Levy, F. Blin, C. B. Siskin & O. Takeuchi (Eds.),WorldCALL: International Perspectives on Computer-Assisted Language Learning (pp. 3-18). New York, NY: Taylor & Francis.
Liu, C., Dahlmeier, D., & Ng, H. T. (2010, October). PEM: A paraphrase evaluation metric exploiting parallel texts. In Proceedings of the 2010 Conference on Empirical Methods in Natural Language Processing (pp. 923-932). Association for Computational Linguistics.
Liu, G. Z., Lo, H. Y., & Wang, H. C. (2013). Design and usability testing of a learning and plagiarism avoidance tutorial system for paraphrasing and citing in English: A case study. Computers & Education. 69, 1-14. doi: 10.1016/j.compedu.2013.06.011
Löfström, E., & Kupila, P. (2013). The instructional challenges of student plagiarism. Journal of Academic Ethics, 1-12. doi: 10.1007/s10805-013-9181-z
Mackey, A., & Gass, S. M. (2005). Second language research: methodology and design. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
McCuen, R. H. (2008). The plagiarism decision process: The role of pressure and rationalization. IEEE Transactions on Education, 51, 152-156. doi: 10.1109/TE.2007.904601
Menager, R., & Paulos, L. (2010). Quick coach guide to avoiding plagiarism: Includes the 2009 MLA & APA updates. Boston, USA: Wadsworth, Cengage Learning.
Michinov, N., & Michinov, E. (2008). Face-to-face contact at the midpoint of an online collaboration: Its impact on the patterns of participation, interaction, affect, and behavior over time. Computers & Education, 50(4), 1540-1557. doi:10.1016/j.compedu.2007.03.002
Murata, M., & Isahara, H. (2001). Universal model for paraphrasing—using transformation based on a defined criteria. In Proceedings of the NLPRS2001 Workshop on Automatic Paraphrasing: Theories and Applications.
Neville, C. (2010). The complete guide to referencing and avoiding plagiarism. (2nd ed.). New York, NY: McGraw-Hill Education.
Olapiriyakul, K., & Scher, J. M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet and Higher Education, 9, 287-301. doi: 10.1016/j.iheduc.2006.08.001
Papadima-Sophocleous, S. (2011). Electronic portfolios in a BA CALL course: Supporting reflective and autonomous learning. In M. Levy, F. Blin, C. B. Siskin & O. Takeuchi (Eds.), WorldCALL: International Perspectives on Computer-Assisted Language Learning (pp. 275-292). New York, NY: Taylor & Francis.
Parameswaran, A. & Devi, P. (2006). Student plagiarism and faculty responsibility in undergraduate engineering labs. Higher Education Research & Development, 25, 263–276. doi: 10.1080/07294360600793036
Pecorari, D. (2003). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing, 12, 317-345. doi: 10.1016/j.jslw.2003.08.004
Roig, M. (1997). Can undergraduate students determine whether the text has been plagiarized? The Psychological Record, 47, 113-123.
Roig, M. (2001). Plagiarism and paraphrasing criteria of college and university professors. Ethics and Behavior, 11, 307-323. doi: 10.1207/S15327019EB1103_8
Shi, L. (2004). Textual borrowing in second-language writing. Written Communication, 21, 171–200. doi:10.1177/0741088303262846.
Sowa, P. A. (2009). Understanding our learners and developing reflective practice: Conducting action research with English language learners. Teaching and teacher Education, 25(8), 1026-1032. doi: 10.1016/j.tate.2009.04.008
Stapleton, P. (2012). Gauging the effectiveness of anti-plagiarism software: An empirical study of second language graduate writers. Journal of English for Academic Purposes, 11, 125-133. doi:10.1016/j.jeap.2011.10.003
Stetter, M. E. (2012). Teaching students about plagiarism using a web-based module. Journal of Further and Higher Education, 1-19. doi: 10.1080/0309877X.2012.684035
Sun, Y. C. (2009). Using a two-tier test in examining Taiwan graduate students’ perspectives on paraphrasing strategies. Asia Pacific Education Review, 10(3), 399-408. doi: 10.1007/s12564-009-9035-y
Sun, Y. C. (2012). Does Text Readability Matter? A Study of Paraphrasing and
Plagiarism in English as a Foreign Language. The Asia-Pacific Education
Researcher, 21(2), 296-306.
Sutherland-Smith,W., & Carr, R. (2005). Turnitin.com: Teachers’ perspectives of anti-plagiarism software in raising issues of educational integrity. Journal of University Teaching and Learning Practice, 2(3), 94–101.
Turabian, K. L. (2010). Student's guide to writing college papers. (4 ed.). Chicago: The University of Chicago Press.
Urbina, D. (2011). Single-sex Schools: An Old Idea Whose Time Has Come. In College Writing Skills with Readings (8th ed., pp. 716-719). Singapore: Mc Graw-Hill.
Wallace, M. J. (1998). Action Research for Language Teachers. NY: New York: Cambridge University Press.
Wiese, J., Lopez, P., Portello, N., & Beninati, A. (2004). Student perceptions of computer hybrid courses across three disciplines: What students think about hybrid courses and what type of delivery format they prefer. Journal of College Teaching & Learning, 1(8), 1-6.
Yamada, K. (2003). What prevents ESL/EFL writers from avoiding plagiarism?: Analyses of 10 North-American college websites. System, 31, 247-258. doi: 10.1016/S0346-251X(03)00023-X
Youmans, R. J. (2011). Does the adoption of plagiarism-detection software in higher education reduce plagiarism?. Studies in Higher Education, 36(7), 749-761.