Investigating Academic Dishonesty among Language Teacher Trainees: The Why and How of Cheating

Academic dishonesty is prevalent across college campuses worldwide, with many students having committed the offence at some point of their academic pursuit. This study addresses the growing concern in academia regarding the diminishing sense of academic integrity and ethical values among students. The paper endeavors to broaden the understanding of the topic in two ways, firstly by focusing on a specific category of students –mainly TESL teacher trainees and secondly by investigating the incidence and motive for cheating in examinations among teacher trainees. The rationale for highlighting this particular group stems from the higher expectations for ethical behavior from teacher trainees, who are expected to respond ethically and prevent academic dishonesty in their capacity as professional practitioners. An online survey was conducted among 71 students enrolled in a four –year teacher education program in a university in Malaysia. The results showed that a majority of respondents (82%) had cheated before and did so albeit knowing the consequences. Predictably the most quoted reason for cheating was lack of preparation and the pressure to excel, as well as instructional situations that are perceived as excessively demanding, Crib notes and copying from peers was clearly the preferred methods. The study helps explain academic dishonesty among teacher trainees and also allow those interested in curbing cheating to focus upon important predictors of academic dishonesty.