Sayyedeh Elham Elhambakhsh - M.A. in TEFL, Shahid Chamran University of Ahvaz, Ph.D. c. in ELT
Alireza Jalilifar - Ph.D. in Applied Linguistics, Shahid Chamran University of Ahvaz, Associate Professor
Abdolmajid Hayati - Ph.D. in Applied Linguistics, Affiliation: Shahid Chamran University of Ahvaz, Full Professor

In the academic community, although there is a lack of consensus on the definition of plagiarism, containment and punishment continue to be the prevalent institutional strategy against student plagiarism. Furthermore, the academic literature provides little or no guidance as to how best to tackle the problem with the exception of a growing interest in electronic detection tools. Park (2004) notes the lack of studies concerned with ways of dealing with and deterring plagiarism at the institutional level. Hence, it has been suggested that ‘there is a growing need for higher education institutions to develop cohesive frameworks for dealing with student plagiarism that are based on prevention, supported by robust detection and penalty systems that are transparent and also applied consistently’ (Park, 2003, pp. 483–484). In this study, such issues are reviewed in the literature, particularly in relation to our own EFL context. More specifically, the focus would be on: how to manage plagiarism, detection, sanctions and penalties. Finally, it is concluded that the main emphasis must be put on deterrence and assessment, as more effective and less time-consuming ways than pursuing and punishing the offenders.