Originality in Question: Plagiarism and Afghan English Major Students

Abstract

Plagiarism remains a significant challenge in academic institutions worldwide, especially in contexts where English is not the primary language of instruction. Despite the widespread recognition of plagiarism as an ethical transgression, its prevalence continues to raise concerns. There is a notable research gap in understanding the specific perceptions and motivations behind plagiarism among students in non-English-speaking regions, particularly in Afghanistan. Therefore, this study aims to investigate the perceptions and underlying factors contributing to plagiarism among undergraduate English major students in Afghanistan. Through a descriptive quantitative research design, a survey questionnaire was administered to 120 English major students at a public university to explore their perceptions and reasons for engaging in plagiaristic practices. The findings revealed that students demonstrated a moderate tolerance towards plagiarism despite acknowledging its unethical nature. Key factors influencing plagiaristic behavior include perceptions of lenient consequences, challenges with language proficiency, misconceptions about academic writing skills, and time constraints. This research contributes to the growing literature on academic integrity in diverse linguistic and cultural contexts. The study concludes with recommendations for students, educators, and institutions to effectively develop strategies to combat plagiarism, ultimately promoting a culture of academic integrity and intellectual honesty.

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