Investigating Academic Integrity Needs of English Language Learners in Higher Education

Abstract

Academic integrity is fundamental to higher education, ensuring the authenticity of scholarly work and fostering ethical development among students. The prevailing availability of academic writing services and generative artificial intelligence (GenAI) tools has amplified the challenges of maintaining integrity, particularly for English Language Learners (ELLs) moving into university settings. This study investigated the specific academic integrity needs of ELLs in a preparatory program of a School of Foreign Languages. Using a qualitative design, data were collected through semi-structured focus group interviews with 80 undergraduate ELLs and individual interviews with four English language instructors. Thematic analysis revealed substantial knowledge gaps, misconceptions, and systemic obstacles that hinder the effective development of academic integrity. Results highlighted the necessity of comprehensive training in academic integrity principles, plagiarism prevention strategies, ethical citation and referencing techniques, and the responsible use of artificial intelligence (AI) -powered tools in academic writing. This study proposed context-specific, needs-driven interventions addressing the linguistic, technological, and institutional challenges faced by ELLs. It offers practical insights to promote academic integrity culture in higher educational contexts.

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