Bringing Language Diversity Into Integrity Research—What, Why, and How

Murphy, Greer A.

doi:10.1080/2194587x.2021.2017974

Cited by 10 publications

(4 citation statements)

References 71 publications

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“…Other scholars (e.g. Mott-Smith, 2013 ; Murphy, 2022 ) noted that academic integrity is usually presented in negative terms in the form of prohibitive warnings and consequences for violations, resulting in students paralyzed with anxiety and fear. Compassionate proactive actionable guidance is needed to enable students to cite sources, and learn that the primary purpose of paraphrasing is to enable the writer to have the power to recast the original writer’s words in a manner that serves the student writer’s authorial purpose (Shi et al, 2018 ), rather than mere linguistic manipulations in order to avoid plagiarism (Rossi, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…With AIVs having extensive negative impact on both instructors and students, it is ethical from an equity perspective for institutions to seriously examine ways of supporting these equity-deserving students in proactive ways so they develop the language repertoire, academic literacy skills and competence they need. Otherwise, as noted by (Murphy, 2022 ), “it borders on unethical to keep taking their tuition dollars and de facto promising they can succeed” (p.85). Developing these skills take time, sustained effort on the part of students and sustained support from institutions.…”

Section: Introductionmentioning

confidence: 99%

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Proactive learner empowerment: towards a transformative academic integrity approach for English language learners

Khoo

Kang

2022

Int J Educ Integr

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Socializing students to Academic Integrity (AI) in the face of great cultural, linguistic and socioeconomic diversity in the student population in higher education calls for innovative strategies that are aligned with equity, diversity and inclusion principles. Through a mixed method of quantitative analysis of learner engagement data from the Learning Management System (LMS) and analysis of anonymous evaluation survey, along with thematic analysis of students’ open-ended responses in the evaluation survey, the authors explored how students responded to AI Socialization during a 4-week non-credit, online co-curricular program called ‘Reading and Writing Excellence’ (RWE). Nine groups of undergraduate students (N=182) from 34 disciplines in different global locations during the COVID-19 pandemic were introduced to a curated set of AI online resources. Through a learner-driven, instructor-facilitated approach the AI Socialization also engaged students in language development and empowered them to communicate about their disciplinary course topics through written journal entries, receiving instructor feedback that increased their cultural and linguistic capital for further academic writing. This approach led to a high volume of written output (on average 6064 words per student written over a 4-week period). Nonparametric ANOVA was used to establish that low-proficiency students were able to produce as much written output as their more proficient peers. Survey results for various aspects important to academic integrity show students’ self-perception of readiness for academic writing: paraphrasing and summarizing (92%); organization of ideas (92%); critical thinking (93%); logic/argument (92%). Insights gained about educative engagement, language development and learner empowerment that can help students from diverse backgrounds to avoid Academic Integrity Violations (AIVs) and gain transformative access and success in higher education are incorporated into a set of recommendations that are applicable to a wide range of teaching contexts.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Proactive learner empowerment: towards a transformative academic integrity approach for English language learners

Khoo

Kang

2022

Int J Educ Integr

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“…Generally speaking, most international students' previous educational experience may not have included exposure to the concept of intellectual property and the need to distinguish one's original from those presented in their reading materials (Adhikari, 2017;Heng, 2018;Murphy, 2022;Parnther, 2022). In this program, students' reflections indicate their appreciation of the CRP instructor's scaffolding and guidance to develop their skills in practicing citations:…”

Section: Academic Integritymentioning

confidence: 99%

“…Due to the lack of language development support, faculty at a Canadian university who are more empathetic to their students' language challenges felt burdened to have to spend more time editing their students' work in order to help them succeed (Heringer, 2021). Inadequate assistance to support international students in language development and faculty in teaching international students is problematic, as noted by Murphy (2022): "it borders on unethical to keep taking their tuition dollars and de facto promising they can succeed" (p. 85). In fact, given the undue stigmatization of East Asian students, who constitute the majority of international students in Canada, Moosavi (2021) advocates acknowledging the negative impact of such stigmatization and working towards decolonizing approaches.…”

Section: Introductionmentioning

confidence: 99%

The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning

Khoo

Huo²

2022

Journal of Teaching and Learning

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International students with low academic English proficiency face challenges with reading their course materials and writing assignments. Their challenges are exacerbated during remote learning, as they remain in their home countries, immersed in their home languages, which may be quite distant from academic English. To investigate the effects of culturally responsive pedagogy for international students online, quantitative and qualitative data were collected from a learner-driven, instructor-facilitated (LeD-InF) support program at a large university in southern Ontario. This fully online delivery of the Reading and Writing Excellence (RWE) program was re-envisioned from a long-running co-curricular program that addressed students’ academic English reading, writing, and critical thinking needs. Among eight groups (with the total enrolment of 154) in the Fall 2020 academic term cycle and nine groups (with the total enrolment of 226) in the Winter 2021 academic term cycle of the online RWE program, the intervention groups that were additionally supported with culturally responsive pedagogy had the highest volume of writing output and engagement metrics among all groups. The text data (of student voices and experiences) also reinforces the efficacy of culturally responsive pedagogy in facilitating student experience, constructing identities, promoting learner agency, increasing satisfaction, improving students’ perceptions of learning, and realizing transformative inclusivity.

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Decolonization, Equity, Diversity, and Inclusion in Academic Integrity: Introduction

Parnther

2023

Handbook of Academic Integrity

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Bringing Language Diversity Into Integrity Research—What, Why, and How

Cited by 10 publications

References 71 publications

Proactive learner empowerment: towards a transformative academic integrity approach for English language learners

Proactive learner empowerment: towards a transformative academic integrity approach for English language learners

The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning

Decolonization, Equity, Diversity, and Inclusion in Academic Integrity: Introduction

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