Perceptions of Digital Academic Dishonesty in English Writing at Applied Colleges

Since the last decade, English instructors have often found digital academic English writing dishonesty (Tayan, 2017) among Saudi EFL graduating students due to the serious issues of adapting the online ghostwrites and tools, fabricating the English writing practices (Al-Khairy, 2013), plagiarism (Madkhali, 2017; Jenkins, 2018), neglecting proper citation and referencing, a lack of critical thinking and analysis, limited vocabulary and weak language proficiency (Fareed et al., 2016, Alsowat, 2017), and inadequate grammar and syntax, all of which affect their English writing skills ethically. However, such serious issues and digital factors devalue the hard work of honest students and negatively impact the integrity of the educational system. Therefore, this research attempt investigated critically the perceptions of digital academic dishonesty by Saudi EFL students in English writing at the Applied Colleges of King Khalid University. The objective of this study was to examine the awareness and understanding of digital academic dishonesty among diploma students enrolled in applied colleges. A descriptive quantitative analysis of 134 students' questionnaires was conducted, and data was gathered regarding their perceptions of academic dishonesty and such mediums by which students take part in academically dishonest activities. Also, the study explored the prevalent types of digital academic dishonesty that Saudi students engage in and the causes behind such behaviors. The investigation identified such common types of digital academic dishonesty as plagiarism, unauthorized collaboration, utilizing essay mills, and falsification of sources, among others. By investigating the motivations behind such behaviors, the study, therefore, aimed to shed light on suggestions to reduce digital academic dishonesty in the context of English writing assignments.