Writing Right: Academic Dishonesty in Pre-Service Students’ English Writings

This qualitative-phenomenological study aims to explore how pre-service BSEd-English students understand academic dishonesty in English writing. It looks to their level of awareness on academic dishonesty and its forms in English writing, their perception on academic dishonesty and its forms, the factors affecting their awareness and perceptions, and the strategies to promote academic integrity and prevent academic dishonesty. A total of 21 participants participated in focus-group discussions. The findings of the study were coded, analyzed, and put into themes using Clark-Braun Thematic Analysis. It was found that pre-service BSEd-English students are aware of the existence of academic dishonesty and its forms in English writing. The common forms identified are plagiarism, improper citation, collusion, contract cheating, unsupported claims and exaggerated results, and self-paraphrasing. While there is awareness on academic dishonesty, the participants perceive it is wrong, serious, deceitful, and both half wrong and half useful. These awareness and perceptions are influenced by factors concerning pressure to succeed and to meet standards, fear of being criticized, laziness, and normalization of engaging to academic dishonesty acts. With these results, it is recommended to develop a comprehensive educational program that goes beyond simply defining academic dishonesty. Teachers must be a model of integrity, especially to their students. Also, clear and consistently enforced policies on academic dishonesty must be implemented. Finally, learning avenues and opportunities must be created to train students to write with integrity.