대학생의 ChatGPT 사용 의식과 과제 표절 인식의 관계

오새내,김효정 한성어문학회 2023 漢城語文學 Vol.50 No.-

본 연구는 대구 지역 사립 4년제 대학생을 대상으로 ChatGPT의 사용 경험에 따라 형성된 사용 의식과 과제 표절 인식을 조사하여 통계적으로 분석한 것이다. 2023년 3월부터 4월까지 수집한 대구 지역 소재 사립 4년제 대학 재학생 274명의 설문 조사 결과를 기술통계, 상관분석, 회귀분석을 적용하여 분석하였다. 응답자들은 ChatGPT에 대한 관심과 필요성에서는 적극적이고 긍정적인 태도를 보였으나, 스스로 인식하는 ChatGPT에 대한 지식 수준은 낮은 것으로 나타났다. 전체 응답자의 표절 인식 분석 결과 책임부존재형 정당화와 자기중심적 형평주의 정당화가 ‘윤리적 상대주의 정당화’, ‘상황윤리적 정당화’에 비해 상대적으로 높게 나타났다. ChatGPT 사용 경험과 표절인식의 관계 분석 결과 ChatGPT 사용 경험이 있고 표절에 호의적인 집단은 사용 경험과 윤리상대주의 정당화와 형평주의 정당화가 유의하게 나타났지만 ChatGPT 사용 경험이 있음에도 표절에 엄격한 태도를 가진 집단에서는 ChatGPT의 지속적 사용 의도와의 관계가 기각되었다. 이는 ChatGPT 도입 환경에서 글쓰기 과제 수행에서 개인의 학습윤리의식이 표절 예방과 관련이 있음을 나타낸다. 본 연구의 결과는 글쓰기 평가에서 교수자가 표절 예방 대책을 수립하는 데 도움을 줄 수 있으며, 인공지능 사용이 확산되는 상황에서 학생들이 스스로 표절을 예방하는 효과를 높이려면 글쓰기 교육과 학습윤리 교육이 동시에 이루어져야 함을 시사한다. This study investigated and statistically analyzed the usage awareness and assignment plagiarism awareness formed by the experience of using ChatGPT among students of a private four-year university in Daegu. The survey results of 274 students from a private four-year university in Daegu, collected from March to April 2023, were analyzed by applying descriptive statistics, correlation analysis, and regression analysis. The respondents showed positive attitudes in terms of interest and need for ChatGPT, but their self-reported knowledge of ChatGPT was low. The analysis of plagiarism perceptions of all respondents showed that “justification of deontological irresponsibility” and “justification of egocentric fairness” were relatively higher than “justification of ethical relativism” and “justification of situational ethics”. The results of the analysis of the relationship between ChatGPT usage experience and plagiarism perception showed that “justification of ethical relativism” and “justification of egocentric fairness” were significantly related to usage experience in the group that had used ChatGPT and had a favorable attitude toward plagiarism, but the relationship with intention to continue using ChatGPT was rejected in the group that had used ChatGPT and had a strict attitude toward plagiarism. This suggests that an individual's sense of academic ethics is related to the prevention of plagiarism in writing assignments in a ChatGPT-enabled environment. The results of this study can help instructors formulate plagiarism prevention policies in writing assessments, and suggest that writing education and learning ethics education should be combined to increase the effectiveness of students' own plagiarism prevention in the context of widespread use of AI.

Students` Behaviors and Views of Paraphrasing and Plagiarism in an EFL Academic Setting

( Ming Tzu Liao ),( Chiung Ying Tseng ) 범태평양응용언어학회 2010 범태평양응용언어학회지 Vol.14 No.1

This study examines EFL skillful writers` and less skillful writers` performance and perceptions of paraphrase and plagiarism, the extent to which their performance matches perceptions, and factors for their plagiarism. Ninety-five postgraduates and undergraduates in Taiwan accomplished a paraphrasing task and a questionnaire. The findings found a mismatch between the participants` behaviors and perceptions. The participants tended to deny having committed plagiarism and claimed they were aware of the importance of paraphrase. However, such belief has contrasted sharply with their behaviors in the paraphrasing task in which both postgraduates and undergraduates failed to produce acceptable paraphrasing tasks. Correct paraphrases were scarcely detected in their paraphrasing tasks. The reasons for the gap included not having explicitly learned paraphrase, unsuccessful transfer of paraphrasing knowledge to their writing due to the lack of experience and practice, and influence of their citation practice in Chinese writing. And the undergraduates plagiarized more strings of words than the graduate students. The possible reasons could include the undergraduates` less sufficient metacognitive knowledge and metacognitive strategies, as well as their immature cognitive development, which need further investigation. Reasons for the participants` plagiarism included their limited English writing abilities and difficulties in rephrasing sources, insufficient knowledge and practice on paraphrase and citation, and lack familiarity with the topic. This study suggests that to elevate EFL students` awareness and performance in paraphrasing, improving their English proficiency and metacognition may be necessary. In addition, awareness of the differences between English and Chinese citation practice, and explicit discussions and continuous practice on paraphrase and citation should be emphasized in EFL writing classes.

Students` Behaviors and Views of Paraphrasing and Inappropriate Textual Borrowing in an EFL Academic Setting

( Ming Tzu Liao ),( Chiung Ying Tseng ) 범태평양응용언어학회 2010 범태평양응용언어학회지 Vol.14 No.2

This study examines skillful EFL writers` and less skillful writers` EFL performance and perceptions of paraphrasing and inappropriate text borrowing, the extent to which their performance matches perceptions, and the factors behind their problematic text borrowing. Ninety-five postgraduates and undergraduates in Taiwan accomplished a paraphrasing task and completed a questionnaire. The findings revealed a mismatch between the participants` behaviors and perceptions. The participants tended to deny having committed plagiarism and claimed they were aware of the importance of paraphrasing. However, such belief has contrasted sharply with their actual behaviors in the paraphrasing task in which both postgraduates and undergraduates failed to produce acceptable texts. The reasons for this included not having explicitly learned paraphrasing, unsuccessful transfer of paraphrasing knowledge to writing due to a lack of experience and practice, and the influence of their citation practice in Chinese writing. In addition, the undergraduates plagiarized more strings of words than the graduate students did. The possible reasons for this could include the undergraduates` less sufficient metacognitive knowledge and strategies, as well as their immature cognitive development. This study suggests that to raise EFL students` awareness of and performance in paraphrasing, improving their English proficiency and metacognition, and practice on paraphrasing are necessary in EFL writing classes.

Borrowing Words from a Source in Second-Language Writing

Soojin Ahn 현대문법학회 2020 현대문법연구 Vol.105 No.-

This study examined whether the English proficiency was a factor to determine how Korean EFL university students use language copied from a source without attribution. The unattributed copying from a source was analyzed using a quantitative measurement, and a questionnaire was administered to examine the students perception of plagiarism. The results showed that the total amount of textual borrowing and the length of strings of words borrowed from a source demonstrated a significant relationship with proficiency levels. The participants language proficiency also influenced their perceptions regarding plagiarism. The differences observed between the two groups in perceiving plagiarism suggest that students with low English proficiency may be somewhat less aware that their heavy reliance on direct copying of a source could be regarded as unacceptable in academics than those with high English proficiency. Implications of these findings are discussed focusing on preventing plagiarism.

패션디자인의 표절 분쟁 사례와 대학생들의 패션디자인 표절에 대한 인식

김장현 한국산학기술학회 2020 한국산학기술학회논문지 Vol.21 No.10

Controversy and legal disputes over counterfeit fashion designs have recently arisen in the fashion industry. The purpose of this study is to examine cases of counterfeiting disputes over fashion designs, and how the perception of counterfeit fashion designs is fostered from the learner's point of view, suggesting implications for the counterfeiting problem. As a result of this study, first, counterfeiting disputes over fashion design started from a lack of utilization of the Design Protection Act and the ambiguity in counterfeit design criteria. Second, the negative perceptions of counterfeit designs were mainly about unethical behavior, inhibiting the growth of the fashion industry, and reducing consumers' willingness to buy the genuine article. Positive perceptions were mainly about the process of creation, the promotion of a developmental environment for the fashion industry, and the expansion of opportunities to promote new designs. The most common perception was the absence of clear criteria for judgments about counterfeiting. Third, the implications of the counterfeiting problem in fashion design require effective institutional improvement in the fashion industry, the establishment of standards to deal with counterfeiting, the development and practical introduction of education proposals regarding intellectual property rights, and changing the perception of counterfeiting in the fashion industry. 최근 패션산업에서 패션디자인의 표절과 관련된 논란과 법적 분쟁들이 끊임없이 발생하고 있다. 본 연구는 패션디자인에 대한 표절 분쟁들의 사례 탐색과 대학생들이 패션디자인의 표절에 대해 어떠한 인식을 함양하고 있는지 조명해보고, 패션디자인의 표절에 대한 함의점을 제시하는데 는데 목적이 있다. 연구방법 및 범위는 이론적 연구와 사례 연구 및 서술응답조사를 병행하였다. 본 연구의 결과로 첫째, 패션디자인의 표절 분쟁들의 본질적인 문제는 기업적인 측면에서 디자인 보호법의 활용도 부족과 법제적 측면에서 디자인의 표절 기준의 모호함이 한계점으로 나타났다. 둘째, 디자인 표절에 대한 대학생들의 부정적인 인식으로는 비윤리적 행위, 패션 산업의 성장 저해, 소비자의 구매 의지 상실의 견해가 주를 이루었다. 디자인 표절에 대한 긍정적인 인식으로는 창조를 위한 과정, 패션산업의 발전적인 환경 조성, 디자인을 접할 기회의 확장의 견해가 주를 이루었다. 또한, 디자인의 표절의 원인은 표절에 대한 명확한 판단 기준의 부재에서 비롯된다는 인식을 가장 많이 갖고 있었다. 셋째, 패션디자인의 표절 문제에 대한 함의점은 정책적인 측면에서 패션 산업에 실효성 있는 제도적 개선, 학문적인 측면에서 패션디자인의 표절에 대한 명확한 기준의 정립, 교육적인 측면에서 지적재산권에 대한 교육안의 개발 및 실제적 도입, 패션산업적인 측면에서 패션분야에서 활동하는 종사자들의 표절에 대한 인식 전환이 필요하다.

"I only cited some of his words" : The dilemma of EFL students and their perceptions of plagiarism in academic writing

Congjun Mu 아시아영어교육학회 2010 The Journal of Asia TEFL Vol.7 No.4

Perception on Plagiarism among Faculty Members and Research Scholars in Higher Educational Institutions of Dindigul District: A Study

Sadagopan Dhanavandan 건국대학교 지식콘텐츠연구소 2022 International Journal of Knowledge Content Develop Vol.12 No.2

These papers surveyed the respondents Awareness and perception of Plagiarism among the Faculty members and research scholars of higher educational institutions in Dindigul District, Tamil Nadu. The 500 questionnaires were distributed among the participants, 456 questionnaires were filled and returned for usable by the respondents and remaining not replied. The responses rate is 91.2%. Further among 222 Male respondents, 11.18% of them are having Aware, 10.75% of them in Learning, 10.53% are with Fair and 76(16.23%) of them are Expert. Similarly out of 234 Female respondents, 16.45% of them has No Idea, 7.02% of them have Aware, 10.09% of them in Learning, 8.99% are with Fair and 8.77% of them are Expert.

사범대 학생들의 표절의식 조사

이두연,김정덕 한국교양교육학회 2023 교양교육연구 Vol.17 No.1

본 연구는 사범대학생들의 표절에 대한 인식과 표절 예방 교육 현황이 어떠한지를 조사하고, 이인식이 학과나 성별에 따라 유의미한 차이를 보이는지 알아보기 위한 목적에서 실시되었다. 본 연구에참여한 학생들은 경북권 소재 4년제 대학교 사범대학에 재학 중인 사범대 재학생 118명(영어교육과74명, 윤리교육과 44명)으로 실시하였으며 설문지는 크게 다섯 가지 영역으로 구성되었다. 표절에대한 정의 및 배경, 과제 수행 현황, 표절의 이유, 표절의 정도, 표절 및 인용법에 관련된 수업의 여부를알아보는 질문으로 구성되었다. 또한 성별과 전공에 따른 차이를 분석하기 위해 대응표본 t-test, 독립표본t-test, 빈도분석과 분산분석이 사용되었다. 조사 결과 현재 사범대학생들의 표절에 대한 인식도는 이전 연구에 비해 높아졌음에도 불구하고여전히 표절을 하는 이유는 과제물의 양과 난이도, 과제물의 종류와 같은 변인의 영향을 받는 것으로나타났다. 또한 영어교육과와 윤리교육과의 변수가 통계적으로 유의미한 차이를 보이지는 않았으나, 몇몇 문항의 경우 윤리교육과 학생들 및 여학생들이 조금 더 표절에 대한 의식이 높은 것으로 드러났다. 이러한 연구 결과를 토대로 볼 때, 향후 사범대학생들을 대상으로 하는 표절예방교육에는 자기표절을필수적으로 포함하여 정당한 인용방법 , 과제 유형별 표절예방 교육이 강조되어야 함을 알 수 있다.