Investigating the Impact of Ethical Considerations in Final Assignment Submission among Postgraduate EFL Students


  • Saber Alavi TESOL Department, Payap University, Chiang Mai, 50000 Thailand


Academic integrity, Postgraduate students, Plagiarism


This study examined how postgraduate English as a Foreign Language (EFL) students behave and perform academically. The study demonstrates the significant impact of ethical issues on students' behavior and outcomes by examining data from a sample of postgraduate EFL students. The results show that putting ethical concerns first encourages moral conduct, reflecting academic honesty. Students that prioritize ethics routinely create excellent work that is detailed, well-structured and follows writing rules. Additionally, ethical concerns considerably impact assignment evaluation scores, with students who practice ethics-conscious behavior scoring higher on various assessment criteria like content, organization, writing style, plagiarism, and timely submission. This research recommends that educational institutions and teachers incorporate ethical considerations into the curriculum, establish guidelines for appropriate academic behavior, and provide training programs to increase student knowledge of ethical issues to promote academic integrity. Maintaining academic standards requires the implementation of effective mechanisms to identify and manage plagiarism and other forms of academic misconduct. The results highlight the significance of creating precise regulations and procedures that spell out the repercussions of academic misconduct to promote an integrity culture inside educational institutions. Students are more likely to appreciate the importance of academic integrity and make ethical decisions throughout their educational journey when an atmosphere that emphasizes ethical behavior is fostered.


Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.

Akbar, A., & Picard, M. (2020). Academic integrity in the Muslim world: a conceptual map of challenges of culture. International Journal for Educational Integrity, 16(1), 1-20.

Atikuzzaman, M., & Yesmin, S. (2023). Authority Concerns Regarding Research Students' Academic Dishonesty: A case Study for Promoting Academic Integrity in a Public University in Bangladesh. Journal of Academic Ethics, 1-17.

Aurangzeb, W., & Akhtar, N. (2019). Post graduate students' attitudes towards plagiarism: A comparative perspective. Journal of Research in Social Sciences, 7(1), 44-58.

Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23-28).

Boehm, P. J., Justice, M., & Weeks, S. (2009). Promoting academic integrity in higher education. The Community College Enterprise, 15(1), 45-61.

Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J., ... & James, C. (2014). 'Teach us how to do it properly!' An Australian academic integrity student survey. Studies in higher education, 39(7), 1150-1169.

Cilliers, L. (2017). Evaluation of information ethical issues among undergraduate students: An exploratory study. South African Journal of Information Management, 19(1), 1-6.

Du, Y. (2020). Evaluation of intervention on Chinese graduate students' understanding of textual plagiarism and skills at source referencing. Assessment & Evaluation in Higher Education, 45(1), 14-29.

Eaton, S. E., Lock, J. V., & Schroeder, M. (2019). Canadian Symposium on Academic Integrity: Program and Abstracts.

Gamage, K. A., Silva, E. K. D., & Gunawardhana, N. (2020). Online delivery and assessment during COVID-19: Safeguarding academic integrity. Education Sciences, 10(11), 301.

Gow, S. (2014). A cultural bridge for academic integrity? Mainland Chinese master's graduates of UK institutions returning to China. International Journal for Educational Integrity, 10(1).

Hayes, N., & Introna, L. D. (2005). Cultural values, plagiarism, and fairness: When plagiarism gets in the way of learning. Ethics & Behavior, 15(3), 213-231.

Head, G. (2020). Ethics in educational research: Review boards, ethical issues and researcher development. European Educational Research Journal, 19(1), 72-83.

Huang, C. L., Wu, C., & Yang, S. C. (2023). How students view online knowledge: Epistemic beliefs, self-regulated learning and academic misconduct. Computers & Education, 200, 104796.

Imanipour, M. (2012). Ethical principles in education. Iranian Journal of Medical Ethics and History of Medicine, 5(6), 27-41.

Lowery, C. (2020). Moral literacy and school leadership: Perceptions of principals in southeast Ohio on the ethics of decision-making. Journal of Educational Administration, 58(1), 112-127.

Luniachek, V., Brovdii, A., Kulakovskyi, O., Varenko, T., & Tirri, K. (2020). Academic integrity in higher education of Ukraine: current state and call for action. Education Research International, 2020, 1-8.

Nketsiah, I., Imoro, O., & Barfi, K. A. (2023). Postgraduate students' perception of plagiarism, awareness, and use of Turnitin text-matching software. Accountability in Research, 1-17.

Peters, R. S. (2015). Ethics and education (routledge revivals). Routledge.

Sadruddin, M. M. (2021). Exploring the Causes of Plagiarism among Post Graduate Research Students-A Phenomenological Case Study Approach. Journal of Education and Educational Development, 8(2).

Zaman, N. A. B., Yatin, S. F. M., Saad, N. S., Rashid, S. N., Kamis, Y., Abd Kadir, I. K., ... & Dollah, W. (2020). Plagiarism and Academic Integrity. International Journal of Academic Research in Business and Social Sciences, 10(11).

Zhang, Y., Yin, H., & Zheng, L. (2018). Investigating academic dishonesty among Chinese undergraduate students: does gender matter?. Assessment & Evaluation in Higher Education, 43(5), 812-826.




How to Cite

Alavi, S. (2024). Investigating the Impact of Ethical Considerations in Final Assignment Submission among Postgraduate EFL Students. Journal of Multidisciplinary in Social Sciences, 20(1). Retrieved from