A Reflection About Self-plagiarism

  • Sergio Alonso Lopera Medina Universidad de Antioquia, Colombia
Keywords: dialog, reading a foreign language, self-plagiarism


This paper explores self-plagiarism in three different articles that reported results of the same research project on reading in a foreign language. This article follows the qualitative research method and an exploratory case study was used. Results support that both inadequate paraphrasing and adequate paraphrasing were given. Regarding inadequate paraphrasing some similar words and ideas were found. On the other hand, using different authors in a specific idea, having different numbers of words in a common issue, and being versatile to present information might lead to adequate paraphrasing. Conclusions suggest that a dialog between editors and authors must be given in order to clear self-plagiarism up. Finally, conclusions also suggest that editors should consider the inclusion of some similar information in articles written by the same author or the same research members


Download data is not yet available.

Author Biography

Sergio Alonso Lopera Medina, Universidad de Antioquia, Colombia

PhD and MA in linguistics; specialist in teaching foreign languages. His research interests involve teaching EFL reading comprehension and pragmatics. He is a member of the research group EALE (Enseñanza y Aprendizaje en Lenguas Extranjeras) and a full time professor at Universidad de Antioquia (Medellín - Colombia).


Akst, J. (2010). When is self-plagiarism ok? Retrieved from http://www.the-scientist.com/?articles.view/articleNo/29245/title/When-is-self-plagiarism-ok-/

Alyousef, H. S. (2005). Teaching reading comprehension to ESL/EFL learners. The Reading Matrix, 5(2), 143-154.

Balbuena P. (2003). El plagio como ilicito legal. Revista Ventana Legal (en línea) Retrieved from http://www.ventanalegal.com/revista_ventanalegal/plagio_ilicito.htm

Bailey, K. M. (1990). The use of diaries in teacher education programs. In J. Richards, & D. Nunan (Eds.), Second language teacher education (pp. 215-226). Cambridge, UK: Cambridge University Press.

Bloemenkamp, D. G. M., Walvoort, H. C., Hart, W. (1999). Duplicate publication of articles in the Dutch Journal of Medicine in 1996. Nederlands Tijdschrift voor eneeskunde 143(43), 2150-2153.

Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20, 463-494.

Bouhnik, D., & Marcus, T. (2006). Interaction in distancelearning courses. Journal of the American Society for Information Science and Technology, 57(3), 299–305.

Brown, H. D. (2001). Teaching by principles (2nd ed.). New York, NY: Longman.

Brown, D. (1994). Teaching by principles. New Jersey, NJ:Prentice Hall Regents.

Cassany, D. (2006). Tras las líneas. Barcelona, Spain: Editorial Anagrama.

Chamot, A., Barnhardt, S., El-Dinary, P., & Robbins, J. (1999). The learning strategies handbook. New York, NY: Longman.

Creswell, J. W. (2007). Qualitative inquiry and research design. Choosing among five approaches. Thousand Oaks, CA: SAGE Publications.

Curtis, A., & Bailey, K. (2009). Diary studies. OnCue Journal, 3(1), 67-85.

Dendinger, M. (2000). How to organize a focus group. Meetings and conventions. Retrieved from http://www.meetings-conventions.com/articles/how-to-organizea-focus-roup/c10136.aspx

Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2(3), 203-229.

Dubin, F., & Bycina, D. (1984). Academic reading and the ESL/EFL teacher. In Celce-Murcia, M. Teaching English as a second or foreign language (pp. 195-216). Boston, MA: Heinle & Heinle Publishers.

Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston, MA: Newbury House.

González, M. (2000). La habilidad de la lectura: sus implicaciones en la enseñanza del inglés como lengua extranjera o como segunda lengua. Revista de Ciencias Humanas, 19. Retrieved from http://www.utp.edu.co/~chumanas/revistas/revistas/rev19/gonzalez.htm

Grabe, W., & Stoller, F. (2002). Teaching and researching reading. London, England: Pearson Education.

Harvard Guide to Using Sources. University of Harvard. retrieved from https://usingsources.fas.harvard.edu/what-constitutes-plagiarism

Hosenfeld, C. (1979). A learning-teaching view of second language instruction. Foreign Language Annals, 12(1), 51-54.

Janzen, J. (2001). Strategic reading on a sustained content theme. In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English lan¬guage teaching (pp. 369-389). Ann Arbor, MI: The Uni¬versity of Michigan Press.

Jeffrey, D., & Hadley, G. (2002). Balancing intuition with insight: Reflective teaching through diary studies. The Language Teacher Online, 26(5), 209-212.

Kamberelis, G., & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy, politics and inquiry. In Denzin, N. & Lincoln, Y. (Eds.). The sage handbook of qualitative research (3rd edition) (pp. 887-907). Thousand Oaks, CA: SAGE Publications

Kumar, S. y R. Tripathi. 2009. “Plagiarism: A Plague”. 7th International CALIBER-2009, retrieved from http://www.inflibnet.ac.in/caliber2009/CaliberPDF/64.pdf

Lopera, S. (2014). Motivation conditions in a foreign language reading comprehension course offering both a web-based modality and a face-to-face modality. Profile 16(1), 89-104.
Lopera, S. (2013). Diary insights of an EFL reading teacher. Profile 15(2), 115-126.

Masic, I. (2012). Plagiarism in scientific publishing. Acta Informática Médica 20(4), 208-213.

Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.

Mikulecky, B., & Jeffries, L. (2004). Reading power. United States: Pearson, Longman.
Moore, M. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1–6.

Osorno, J. A., & Lopera, S. (2012). Interaction in an EFL reading comprehension distance web-based course. Íkala, Revista de Lenguaje y Cultura, 17(1), 41-54.
Rojas, M. (2012). Plagio en textos académicos. Revista Electrónica Educare, 16(2), 55-66
Samuelson, P. (1994). Self-plagiarism or fair use?. Retrived from

Schein,M.&Paladugu, R. (2001). Redundant surgical publications: tip of the iceberg? Surgery, 129(6), 655–661. Twomey, T. White, H. & Sagendorf, K. (eds). (2009). Pedagogy, not policing: Positive approaches to academic integrity at the University. New York: The Graduate School Press, Syracuse University.

Schultz, W. G. (2008). A massive case of fraud. Chemical and Engineering News, 86(7), 37.

Shahabuddin, S. (2009). Plagiarism in academia. International Journal of Teaching and Learning in Higher Education, 21(3), 353-359.
Soto, A. (2012). El plagio y su impacto a nivel académico y profesional. E-Ciencias de la Información, 2(1), 1-13.
Spinak, E. (2013). Ethical editing practices and the problem of self-plagiarism. Retrieved from http://blog.scielo.org/en/2013/11/11/ethical-editing-practices-and-the-problem-of-self-plagiarism/
Tellis, W. (1997). Introduction to case study. The Qualitative Report, 3(2). Retrieved from http://www.nova.edu/ssss/QR/QR32/tellis1.html

Weir, C. (1993). Understanding and developing language tests. Hemel Hempstead, England: Prentice Hall.

Yin, R. K. (2003). Case study research. Design and methods. (3rd edition). Thousand Oaks, CA: SAGE Publications.
How to Cite
Lopera Medina, S. (2018). A Reflection About Self-plagiarism. GiST Education and Learning Research Journal, (16), 164-184. https://doi.org/https://doi.org/10.26817/16925777.430