Exploring English Teachers' Experiences in Fostering Academic Integrity in Writing Proficiency in the Context of Artificial Intelligence: A Multiple Case Study
Jul 2026· Psychology and Education: A Multidisciplinary Journal· 0 citations· 76 references
TL;DR
S sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation, and the study concludes that sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation.
Abstract
This qualitative multiple-case study explored the experiences of English teachers in fostering academic integrity while developing students' writing proficiency in the context of artificial intelligence (AI). Specifically, the study examined teachers' views, feelings, and insights regarding the ethical integration of AI in academic writing. A multiple-case study design was employed involving six English teachers from two higher education institutions in General Santos City, Philippines. Participants were selected through purposive sampling based on their experience in teaching writing-related English courses. Data were collected using a validated semi-structured interview guide and analyzed through reflexive thematic analysis involving within-case and cross-case comparisons. The findings revealed that teachers perceived AI as both a valuable instructional resource and a significant challenge to academic integrity. Across the cases, recurring themes reflected concerns regarding enforcing academic integrity rules, detecting AI-generated outputs, preserving students' critical thinking and authentic voice, addressing policy and monitoring gaps, and responding to limited student engagement with ethical writing practices. Teachers demonstrated commitment by implementing process-oriented writing instruction, continuous feedback, classroom monitoring, guided AI use, and values-based teaching while adapting their pedagogical practices to emerging technological realities. Furthermore, participants emphasized that AI should function as a learning aid rather than a substitute for students' independent thinking and writing. Cross-case analysis further highlighted the importance of professional judgment, institutional support, AI literacy, and consistent instructional frameworks in promoting responsible AI integration. The study concludes that sustaining academic integrity in AI-mediated writing requires balancing technological innovation with ethical instruction, authentic assessment, and values formation. The findings provide practical implications for institutional policy development, teacher professional development, and curriculum design that support responsible AI use while preserving originality, critical thinking, and writing proficiency in higher education.
Despite the rapid adoption of Artificial Intelligence (AI) in higher education, limited research has explored how students in English for Specific Purposes (ESP) courses, particularly within non-English disciplines, perceive AI-assisted language learning and the pedagogical as well as ethical implications of its integration. This study aims to explore students’ perceptions of AI utilization in an ESP classroom as a means of scaffolding language learning. The study was conducted in the Environmental Science Study Program at an Islamic university in Surakarta, Indonesia. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews with nine second-semester students who had prior experience using AI tools for academic purposes. The findings indicate that students generally hold positive perceptions of AI integration in ESP learning, with ChatGPT, Gemini, and Grammarly identified as the most frequently used AI applications. Thematic analysis revealed five major themes: AI as a cognitive support tool, patterns of AI usage, perceived learning benefits, implementation challenges, and ethical-cultural considerations. Participants reported that AI enhanced writing quality, vocabulary development, reading comprehension, and content summarization while facilitating personalized learning, simplifying complex concepts, and increasing learning confidence and motivation. However, concerns were also raised regarding information inaccuracy, miscommunication, excessive dependency on AI, and the potential decline of critical thinking skills. The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy. These findings contribute to the growing body of literature on AI-assisted language learning by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
D. Zulaiha, Yunika Triana· Journal of Educational Manag...· 0 citations
English writing is considered one of the most difficult skills for English as a Foreign Language (EFL) learners, although some students achieve excellent writing proficiency despite learning in a non-English-speaking environment. This study explored how successful senior high school students developed their English writing skills. Using a qualitative case study design, the research was conducted at SMA Katolik Santo Petrus Kanisius Palangka Raya, Indonesia. The participants consisted of ten purposively selected Grade XI students with strong writing performance and one English teacher as a supporting informant. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using Braun and Clarke’s thematic analysis. The findings revealed four key practices that supported writing development: planning through brainstorming and outlining, applying multiple learning strategies such as reading, digital resources, and vocabulary building, engaging in regular writing practice with persistence and positive attitudes, and improving writing through self-editing and teacher feedback. These interconnected practices enhanced students’ organization, language accuracy, vocabulary, and overall writing quality. The study highlights that successful writing development results from the integration of cognitive, behavioral, and reflective processes, emphasizing the importance of process-oriented writing instruction in EFL classrooms.
Tri Aprilia Suciati, M. Luardini, N. Asi· Esteem Journal of English Ed...· 0 citations
This phenomenological study explored the lived experiences and perceptions of college students regarding English language learning in a Philippine higher education institution. Specifically, it examined students' views, emotional experiences, and insights to better understand the factors influencing their English language development. A qualitative phenomenological research design was employed, involving ten purposively selected college students enrolled in Purposive Communication during the 2023–2024 academic year. Data were gathered through semi-structured, in-depth interviews and analyzed using thematic analysis to identify recurring patterns and meanings across participants' narratives. The findings revealed that students perceived English as an essential tool for personal growth, career advancement, and effective communication despite experiencing limited language exposure, vocabulary deficiencies, and difficulties in speaking and writing. Participants also described emotional challenges, including anxiety, fear of negative evaluation, lack of confidence, and disappointment, particularly during oral communication and classroom presentations. At the same time, they expressed gratitude for supportive teachers and peers and demonstrated strong motivation to improve their language proficiency. Furthermore, students emphasized the importance of collaborative learning, practical language-learning strategies, emotional resilience, and self-compassion in overcoming learning difficulties. The study concludes that English language learning is a multidimensional process shaped by cognitive, emotional, and social factors rather than linguistic competence alone. These findings highlight the need for learner-centered instructional approaches that integrate academic support with affective development to enhance students' confidence and communication skills. The study contributes to the growing body of qualitative research on English language learning by providing context-specific insights that may inform curriculum development, instructional practices, and future research aimed at fostering holistic language education in higher education institutions.
Francis Leonard Abellana, Sheryl Laine C. Namocot· Psychology and Education: A...· 0 citations
This study examines the lived experiences of senior high school students who were falsely accused by their teachers of using Artificial Intelligence (AI) to produce academic work in a private Catholic school in Tagum City, Davao del Norte. To gain a deeper understanding of this phenomenon, the study employed a qualitative research design combined with a phenomenological approach. Data were gathered through focused group discussions (FGD) and in-depth interviews (IDI) involving twelve (12) selected senior high school students who had experienced teacher suspicions of AI use. Through thematic analysis, the findings revealed three major dimensions of students’ experiences: lived experiences, coping mechanisms, and insights regarding teacher suspicions of AI-generated work. Participants reported experiencing emotional distress, including overthinking and low confidence, following the false accusations. Additionally, they also described how advanced writing skills were sometimes misinterpreted as indicators of AI-generated content. To cope with the challenges, students validated their academic efforts through evidence of authorship, communicated strategically with teachers, and adapted their writing practices. Furthermore, participants reflected on the importance of transparency and accountability in their work, while some viewed the experience as an affirmation of their writing competence. Collectively, the study's findings demonstrate the significance of ethical practices in AI detection, transparency, and positive learning conditions to secure the rights, performance, and well-being of the students.
Noelle Sheenan Namocot, Heinrich Brynnt Carmel Viado, Sharlene Gwen Sayon et al.· Psychology and Education: A...· 0 citations
This study investigated students' and teachers' perspectives on English academic writing in an English Education Department of an Islamic State College in Indonesia, with a particular focus on a supplementary Literature Review (LR) course. Employing a classroom-based action research design, the study involved fifteen EFL undergraduate students (all female) in their seventh semester of study. Data were collected through questionnaires administered at the beginning and end of the LR course, supplemented by semi-structured interviews with five students and four teachers. Questionnaire data were analysed using descriptive statistics, while interview data were analysed thematically to identify recurring patterns. Findings revealed that students held largely positive attitudes towards English academic writing in terms of interest and enjoyment; however, they demonstrated a marked lack of confidence in their writing ability. Lexicogrammar, particularly grammar and vocabulary, emerged as the most frequently identified area of weakness, while affective factors such as motivation were more commonly cited as strengths than actual writing skills. Both students and teachers identified the absence of explicit genre instruction, particularly regarding the literature review genre, as a significant curriculum gap. It is recommended that explicit, genre-focused instruction be introduced earlier in the curriculum to develop students' genre knowledge and confidence in academic writing.
Nur Afifi· IJELTAL (Indonesian Journal...· 0 citations
The rapid emergence of generative artificial intelligence (AI) tools has significantly transformed academic writing practices in higher education. While AI technologies offer potential support for language learners, they also raise concerns regarding academic integrity and the erosion of students’ critical thinking, particularly in English for Academic Purposes (EAP) classrooms where writing development and independent reasoning are core learning outcomes. This study explores Saudi TESOL teachers’ strategies for balancing AI use with academic integrity and critical thinking in Saudi higher education. Using a qualitative research design, semi-structured interviews were conducted with 12 EAP instructors at four Saudi universities. Data were analysed thematically to identify and interpret patterns of AI use and academic integrity challenges across participants’ responses. A tripartite framework integrating sociotechnical systems theory, academic integrity scholarship, and critical thinking pedagogy provides a theoretical lens for understanding teacher-mediated AI integration in TESOL contexts. Thematic findings revealed that teachers hold an optimistic yet cautious view of AI highlighting the critical role of guidance and reflection in AI-mediated environments. They employ an emergent, four-dimensional Connect–Guide–Reflect–Assess (CGRA) pedagogical framework to manage the tension between AI and integrity in language classrooms. They demand a shared responsibility between teachers and institutions through clear and consistent AI policies for curriculum, assessment and faculty professional development. This study contributes empirical, practitioner-generated evidence of how TESOL teachers in the Saudi context navigate AI in EAP classrooms. Grounded in participants’ accounts, the proposed CGRA framework offers language educators, curriculum designers, and institutional policymakers a replicable approach for navigating the AI era.