To, In, The, A STRATEGIES TO TACKLE ACADEMIC DISHONESTY IN EFL STUDENTS’ WRITINGS IN THE ERA OF ARTIFICIAL INTELLIGENCE: A QUALITATIVE RESEARCH
Keywords:
Academic Dishonesty; EFL Students’; Artificial Intelligence
Abstract
The rise of artificial intelligence (AI) has transformed academic writing, especially among English as a Foreign Language (EFL) students. While tools like ChatGPT, QuillBot, and Grammarly support language learning, their misuse has led to increased academic dishonesty. This study investigates how AI contributes to such dishonesty and explores institutional strategies to address it. Using a qualitative descriptive approach through desk research, the study reviews literature from academic sources. Findings show that dishonesty occurs both intentionally and unintentionally, often due to low AI literacy and lack of ethical guidelines. Students tend to overuse AI for paraphrasing, grammar checks, or full-text creation, reducing critical thinking and engagement. In response, institutions are advised to implement AI policies, promote AI literacy, apply process-based assessment, and train lecturers in ethical AI use. These measures aim to uphold academic integrity and ensure AI enhances learning.
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Zhao, L., Mao, H., Compton, B. J., Peng, J., Fu, G., Fang, F., Heyman, G. D., & Lee, K. (2022). Academic dishonesty and its relations to peer cheating and culture: A meta-analysis of the perceived peer cheating effect. Educational Research Review, 36(April), 100455. htt
Cacho, R. M. (2024). Integrating Generative AI in University Teaching and Learning: A Model for Balanced Guidelines. Online Learning Journal, 28(3), 55–81. https://doi.org/10.24059/olj.v28i3.4508
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00408-3
Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). Artificial Intelligence trends in education: A narrative overview. Procedia Computer Science, 136, 16–24. https://doi.org/10.1016/j.procs.2018.08.233
Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Cong-Lem, N., Tran, T. N., & Nguyen, T. T. (2024). Academic Integrity in the AGE of Generative AI: Perceptions and Response of Vietnamese EFL Teachers. Teaching English with Technology, 24(1), 28–47. https://doi.org/10.56297/FSYB3031/MXNB7567
Janković, A., & Kulić, D. (2025). Use and Misuse of ChatGPT in Academic Writing Among the English Language Students. Information Technologies and Learning Tools, 105(1), 178–189. https://doi.org/10.33407/itlt.v105i1.5955
Kovalenko, I., & Baranivska, N. (2024). Integrating Artificial Intelligence in English Language Teaching: Exploring the Potential and Challenges of Ai Tools in Enhancing Language Learning Outcomes and Personalized Education. European Socio-Legal & Humanitarian Studies, 1, 86–95. https://doi.org/10.61345/2734-8873.2024.1.9
Kurniati, E. Y., & Fithriani, R. (2022). Post-Graduate Students’ Perceptions of Quillbot Utilization in English Academic Writing Class. Journal of English Language Teaching and Linguistics, 7(3), 437. https://doi.org/10.21462/jeltl.v7i3.852
Li, M., Enkhtur, A., Cheng, F., & Yamamoto, B. A. (2024). Ethical Implications of ChatGPT in Higher Education: A Scoping Review. Journal of Interdisciplinary Studies in Education, 13(1), 55–68. https://doi.org/10.32674/jise.v13i1.6072
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2236469
Mohammadkarimi, E. (2023). Teachers’ reflections on academic dishonesty in EFL students’ writings in the era of artificial intelligence. Journal of Applied Learning and Teaching, 6(2), 105–113. https://doi.org/10.37074/jalt.2023.6.2.10
Padillah, R. (2024). Ghostwriting: a reflection of academic dishonesty in the artificial intelligence era. Journal of Public Health (United Kingdom), 46(1), E193–E194. https://doi.org/10.1093/pubmed/fdad169
Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135–153. https://doi.org/10.2478/jolace-2019-0025
Rahardyan, T. M., Susilo, C. H., Iswara, A. M. N., & Hartono, M. L. (2024). ChatGPT: The Future Research Assistant or an Academic Fraud? [A Case Study on a State University Located in Jakarta, Indonesia]. Asia Pacific Fraud Journal, 9(2), 275–293. https://doi.org/10.21532/apfjournal.v9i2.347
Roe, J., Renandya, W. A., & Jacobs, G. M. (2023). A Review of AI-Powered Writing Tools and Their Implications for Academic Integrity in the Language Classroom. Journal of English and Applied Linguistics, 2(1). https://doi.org/10.59588/2961-3094.1035
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9
So, R. (2025). Institutional Policies on AI Writing Tools Current State of Institutional Policy Develop- ment. 1–11.
Tambunan, A. R. S., Andayani, W., Sari, W. S., & Lubis, F. K. (2022). Investigating EFL students’ linguistic problems using Grammarly as automated writing evaluation feedback. Indonesian Journal of Applied Linguistics, 12(1), 16–27. https://doi.org/10.17509/IJAL.V12I1.46428
Werdiningsih, I., Marzuki, Indrawati, I., Rusdin, D., Ivone, F. M., Basthomi, Y., & Zulfahreza. (2024). Revolutionizing EFL writing: unveiling the strategic use of ChatGPT by Indonesian master’s students. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2399431
Zhao, L., Mao, H., Compton, B. J., Peng, J., Fu, G., Fang, F., Heyman, G. D., & Lee, K. (2022). Academic dishonesty and its relations to peer cheating and culture: A meta-analysis of the perceived peer cheating effect. Educational Research Review, 36(April), 100455. htt
Published
2025-10-19
How to Cite
Alysa, R., & Syahbana, L. (2025). To, In, The, A STRATEGIES TO TACKLE ACADEMIC DISHONESTY IN EFL STUDENTS’ WRITINGS IN THE ERA OF ARTIFICIAL INTELLIGENCE: A QUALITATIVE RESEARCH. Research on English Language Education, 7(2), 1-13. https://doi.org/10.57094/relation.v7i2.2923
Section
Articles
Copyright (c) 2025 Rizki Alysa, Lukman Syahbana
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