Academic Dishonesty In Efl Students’ Writings: Students' Reflections In The Era Of Artificial Intelligence

siti zulaiha, ph.d, prof. herri mulyono, ph.d;

The study investigated students’ reflections of academic dishonesty in EFL writings
in the Era of Artificial Intelligence involving their understanding of AI, and factors
influencing their experience with AI-assisted writing. The study utilized the Rasch
Model for analysis, ensuring a comprehensive understanding of the reliability,
validity, and the quality of the instrument. The results indicated satisfactory
reliability scores, demonstrating the students' reflections on AI integration in their
writing assignment. Rasch analysis model was employed to analyse quantitative
data collected from 1256 secondary school students using a questionnaire adapted
from the study by Akbulut et al (2008) named "Internet-Triggered Academic
Dishonesty Scale (ITADS)". The findings shows that that younger students may
face challenges in understanding the ethical implications of certain actions in
integrating AI in their writing assignment. The findings also indicated students
generally exhibited positive reflections of utilizing AI for their writing assignments
but limited awareness of its appropriateness in their education. In this case,
educators and policymakers are responsible for establishing a clear guideline on the
ethical use of AI in academic writing.