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ESL teachers may find it hard to deal with plagiarism because they are aware that it is a concept which is to some extent specific to western cultures. For this reason, they may be reluctant to address the issue through their feedback, even though it is a topic of some importance to ESL students preparing for academic studies. I will use data from a study of teacher-written feedback to show how this leads to teachers giving indirect feedback when dealing with plagiarism in student texts, which in turn leads to miscommunication with their students.
Fiona Hyland (Mon,) studied this question.