ACADEMIC INTEGRITY AWARENESS AND WRITING COMPETENCE AMONG JAPANESE LANGUAGE LEARNERS IN THE EURASIAN REGION: GAPS, CHALLENGES, AND RECOMMENDATIONS

Abstract

This study examines the academic writing challenges and levels of academic integrity awareness among undergraduate students in Japanese Studies (also referred to as Japanology in some contexts). A survey with quantitative and qualitative components approach was used, employing an online questionnaire with closed-ended and open-ended questions. Data were collected from 138 undergraduate students across 14 Japanese studies programs in 11 ETINED countries representing the Eurasian region with an international profile between January and June 2023. Findings reveal that while students recognize certain forms of academic misconduct, their overall understanding of academic integrity remains limited. Japanology curricula appear to place greater emphasis on language acquisition and cultural studies, while technical academic writing seems to receive comparatively less attention. Survey responses suggest that students experience additional challenges related to time constraints, language complexity, limited exposure to Japanese, and sociocultural factors, which they report as contributing to difficulties in developing writing proficiency and increased writing-related anxiety. To address these issues, this study proposes a data informed Multi-Level Framework to enhance academic writing skills and integrity awareness. The framework targets (1) technical writing competence, (2) behavioral awareness of misconduct, and (3) conceptual understanding of academic integrity, fostering a sustainable integrity culture in Japanese language education. This research highlights key gaps in Japanology education and offers insights to improve curricula and institutional practice.