Unveiling Indonesian Higher Education Students’ English Academic Writing Misconduct in The Era of Technology & AI: Comprehension vs Practice

Abstract

The widespread use of internet-based media and AI-powered tools for learning has provided students with convenient access to information and writing assistance. However, rather than improving their English academic writing skills, such reliance may lead to academic misconduct, including plagiarism and unethical use of AI-generated content. Such concerns motivate the researchers to gain insights from 50 second-semester students in Indonesia enrolled in two English essay writing courses regarding academic integrity and violations. Employing a qualitative descriptive approach, data were collected through a questionnaire assessing students’ understanding of academic integrity, followed by an analysis of 94 essays from 47 students before and after completing the questionnaire. Findings revealed a notable gap between students’ conceptual understanding of academic integrity and their actual writing practices. Although students recognized the importance of ethical writing, instances of plagiarism from internet sources and AI-generated text incorporation persisted. These discrepancies stem from underdeveloped English writing proficiency, lack of awareness about plagiarism, and dependency on digital assistance. The study underscores the need for early and continuous instruction in academic integrity and English writing skills, along with institutional policies and support systems to mitigate academic misconduct in English academic writing.