Violations of and threats to academic integrity in online English language teaching

Çelik, Özgür; Lancaster, Thomas

doi:10.47216/literacytrek.932316

Cited by 6 publications

(3 citation statements)

References 34 publications

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“…This reason has a low percentage like the other three forms of academic dishonesty. This is in accordance with ÇeliK and Lancaster (2021), where students had a high level of attitude in online sessions compared to exam-realized violations and assignment-related violations. Threats that are a factor in academic dishonesty are online sessions that took a long time and are not monitored so that they feel they can leave their devices and do other activities.…”

Section: Online Session Related Violationsupporting

confidence: 89%

Academic dishonesty in online English as a Foreign Language classroom

et al. 2023

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In spite of studies about academic dishonesty that have been conducted by many researchers, only a small number of studies have investigated academic integrity in online EFL classrooms at university level. The aim of this research is to seek about the occurrence and types of academic dishonesty as well as strategies that could be used by English teachers to overcome the problem. This research investigated the reason why EFL students tend to carry out academic dishonesty in online learning. Researchers used open-ended questions to gain the students opinion and responses. Rresults of this research shows that 55.6% of the respondents understood what was considered to be academic dishonesty and in the same percentage they also sometimes conducted academic dishonesty. In exam related violations, 61.1% of them sometimes looked up information on the web to get helps or answers. In assignment related violation, 38.9% responded that they sometimes shared answers of the task and collaborated with others on individually assigned work. In online session related violations, 38.9% showed that sometimes they participated in a live session from one device and did other activities at the same time. Then, reasons why they did academic dishonesty was because the assignment was too difficult and they did not learn about the material well. All in all, most of the respondents understood about academic integrity, but they still tend to cheat. Thus, this study would help EFL students and teachers to maintain the academy integrity.DOI: 10.26905/enjourme.v7i2.8827

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Section: Online Session Related Violationsupporting

confidence: 89%

Academic dishonesty in online English as a Foreign Language classroom

et al. 2023

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“…Numerous research studies also claim that many high school graduates come from an academic background that hardly prepares them for university level work (Martin et al, 2012;Venezia & Jaeger, 2013) including developing skills on how to paraphrase and cite (Broeckelman-Post, 2009;Vieyra & Weaver, 2016) reference information sources (Gravett & Kinchin, 2020); understand what is considered to be academic misconduct (Bacha et al, 2012); and, how to avoid plagiarism (King & Brigham, 2018), among others. Instructional methods, course design and instructional delivery seem to have a significant influence on students to engage in academic integrity violation or not (Çelik & Lancaster, 2021;Orosz et al, 2015). Miller and Bartlett (2012) study reported that there is little agreement from teachers and between departments insofar as to which subject/ curriculum information and digital literacies should be taught at the secondary level.…”

Section: Literature Reviewmentioning

confidence: 99%

University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study

Hossain¹

2022

Int J Educ Integr

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Academic Integrity Literacy (AIL) is a critical transdisciplinary skill for academic success but many students do not receive this skill in their K-12 years regardless of their schooling system or characteristics of the community they belong to. Numerous research studies in higher education document that high school graduates lack AIL skills, but hardly any studies attempt to empirically investigate students’ K-12 years AIL education experience. Using a mixed-method approach, this study explores university freshmen’s AIL education experience in their K-12 years, and their opinions on the appropriate grade level to introduce AIL education. Of the university freshmen surveyed (n = 431), roughly 1 in 10 received AIL education in middle school and 1 in 5 during high school. The survey of students’ current university instructors indicates a handful of freshmen have a fair understanding of academic integrity and plagiarism but their combined AIL application capacity, such as adhering to a referencing style and the quality of in-text source attributions in academic writing, is limited. The study results and professional experience allow the author to suggest rigorous AIL instruction and policy development for K-12 institutions to educate, empower and execute AIL education.

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“…Valuable for our study is the interpretation of "academic culture" by Ö. Çelik and T. Lancaster (2021), by which they mean a system of values, norms, rules, patterns of behavior, modes of activity, principles of communication based on pedagogically adapted experience of scientific and cognitive activity. The cognitive level of scientific culture implies the availability of knowledge about the acceptable ways of cognitive activity in the research situation.…”

Section: Key Values Of the European Academic Culture Includementioning

confidence: 99%

Scientific Reflection on the State of the Problem of the Academic Culture Development Among Applicants for Higher Music-Pedagogical and Choreographic Education (early XXI century)

Chervonska¹,

Pashchenko²

2022

JCT

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Adherence to the principles of academic culture is one of the main values of the corporate cultural environment of the university community of any HEI. Today, the implementation of each of the numerous functions of education - pedagogical, developmental, didactic and methodological, socio-pedagogical, value-oriented, as well as the function of professional and personal self-improvement - requires a lot from the educator. Namely, knowledge and consideration of ethno-cultural peculiarities of students, reasonable and expedient selection of content, methods and techniques of teaching and upbringing on this basis, the ability to productive dialogue and fruitful cooperation with the family of students and the community - all this can be the subject of intercultural competence education. At the same time, scientific developments in this field require practical confirmation of certain aspects of developing academic cultural trends, as well as identifying the most promising directions for the successful formation of a virtuous academic environment. The aim of the article is to clarify the key directions and trends of scientific developments in the field of development of academic culture of applicants for higher music, pedagogical and choreographic education. Based on the analysis of the survey results, it is advisable to study the point of view of specialists on this issue on certain practical aspects of scientific reflection of this problem. Methodology. During this study, the analytical and bibliographic method has been used to study the scientific literature on the academic culture of applicants for higher music, pedagogical and choreographic education, analysis, synthesis, induction, deduction in the processing of scientific information, as well as theoretical methods (systemic-structural, comparative, logical-linguistic, abstraction, idealization) and an online survey to study some practical aspects of the problem. Results. According to the results of the study, the peculiarities of the scientific developments on the topic of the research have been studied. Moreover, the major trends in the development of academic culture of applicants for higher music, pedagogical and choreographic education have been identified. In addition, the data on the peculiarities of the current state and prospects for the development of a successful formation of a virtuous academic environment in the above-mentioned sphere, supported by the results of the survey, have been established.

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Violations of and threats to academic integrity in online English language teaching

Cited by 6 publications

References 34 publications

Academic dishonesty in online English as a Foreign Language classroom

Academic dishonesty in online English as a Foreign Language classroom

University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study

Scientific Reflection on the State of the Problem of the Academic Culture Development Among Applicants for Higher Music-Pedagogical and Choreographic Education (early XXI century)

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