Tension and resolution: A conceptual model for L2 plagiarism

Abstract

The scholarly discourse on second/foreign-language (L2) plagiarism is characterised by a complex debate between competing perspectives. In 2015, the Journal of Second Language Writing hosted a scholarly dialogue between these competing perspectives, giving rise to a naturally occurring framework to help understand L2 plagiarism. As a starting point, this study employed this framework to understand the nature of these schools of thought and propose a new conceptual model to L2 plagiarism by synthesising the evidence-based literature (n = 62) via the framework synthesis approach. From this analysis, the study proposes a conceptual model that reframes the debate on L2 plagiarism into a dynamic system. The model posits that the central challenge in addressing L2 plagiarism is actively managing the core tension between the writer's context and universal standards and positions institutional pedagogy (curriculum & instruction, faculty development, and policy & communication) as the essential mediating force. This study concludes that future research and practice should shift from debating the problem to applying and evaluating such integrated institutional strategies to foster genuine academic integration for L2 writers to move beyond mere compliance toward active membership.