Asian Students' Challenges in Writing with Confidence

Abstract

The increase in international English language learners (ELLs) from East Asia entering American  universities has presented challenges in writing classes for both students and faculty. In particular, when ELLs have not reached a level of academic language proficiency to appropriately address academic writing assignments, some resort to various forms of plagiarism. This study explores whether this cohort of ELLs plagiarize intentionally or unintentionally in order to receive insight into their reasoning and to identify specific cross-cultural and developmental challenges they encounter. With this knowledge, as writing instructors we hope to better address their needs in and out of the classroom when writing a college-level paper.