Predictors of Online Research Skills to Reduce Copy-paste: An Intervention in Middle Schools

Abstract

The complexities of Internet sources have caused more challenges to school students, leading them in many cases to copy-paste ideas into their written assignments. Facing these challenges requires adopting and implementing evidence-based practices.  This article builds on a mixed-methods, quasi-experimental study which investigated the effect of Internet Reciprocal Model (IRT) to lessen occurrences of copy-paste trend in the writing pieces of Grade 8 ESL students (n = 172) in three private schools in Saida, Lebanon. Eight teachers were randomly assigneed to   experimental and control conditions along with their respective classes. The researchers collected pre and post-data on online research and comprehension assessment tool. Supported with current research and informed by the principles of the social-cognitive, socio-cultural, and the new literacies theories, regression analyses revealed a strong positive degree of association at post-test between the intervention and the subscale that measured copy-paste trend, indicating that teaching online research skills through one comprehensive model would decrease the copy-paste behavior. Theoretical and pedagogical implications were discussed. Recommendations for school policies and further research were provided.

Keywords: copy-paste trend, online research skills predictors, middle school, ESL/EFL, regression

DOI: 10.7176/JEP/14-22-06

Publication date:August 31^st 2023