Guarding Integrity: A Case Study on Tackling AI-Generated Content and Plagiarism in Academic Writing
DOI:
https://doi.org/10.17507/tpls.1506.02Keywords:
Artificial Intelligence, plagiarism, Academic Integrity, EFL assessments, educational strategiesAbstract
Artificial intelligence presents both opportunities and challenges for academic integrity. While it assists in identifying dishonest behavior, it also raises ethical questions about privacy and surveillance. This study analyzed AI-generated content and plagiarism rates in freshman writing assessments submitted to Turnitin, examining the factors influencing these rates and students' perceptions. Using a descriptive-analytical approach, two key questions were posed regarding plagiarism and AI-generated content in online submissions and the characteristics of the participants involved. An analysis of 50 essays revealed average plagiarism rates of 11% and 14%, alongside AI usage rates of 38% and 49%. Additionally, a demographic analysis and a survey involving 65 students from the ENG102 advanced writing course were conducted to assess their attitudes toward plagiarism and AI-generated content, highlighting significant academic integrity concerns. The findings indicate that students valued academic integrity but were divided on whether the use of AI constitutes cheating or provides an academic boost to their studies. Interviews with five teachers revealed significant demographic and contextual factors influencing plagiarism. The study concluded with recommendations to foster integrity and transparency, emphasizing academic integrity as a core institutional value.
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