Student struggling with writing seeks help from a teacher.

The Plagiarism Pandemic: Why College Students Copy and How We Can Help

Elliot Brynn in Mind & Education August 2025 • 3 min read.

"Uncover the reasons behind plagiarism in EFL writing and discover practical strategies to motivate original work."

In today's academic landscape, the challenge of plagiarism looms large, particularly among students learning English as a Foreign Language (EFL). Writing, often considered the most demanding of the four language skills, requires creativity, critical thinking, and a strong command of grammar and vocabulary. When students feel overwhelmed by these demands, the temptation to plagiarize can become significant.

A recent study investigated the underlying motivations that drive college students to plagiarize in their EFL writing assignments. The research, conducted with freshman writing students, revealed that the primary driver is the desire to achieve good grades and pass the course, with the internet serving as the main source of copied material. However, the study also explored how pedagogical approaches, such as offering free choice of topics, can influence students' attitudes towards writing and plagiarism.

Understanding the reasons why students plagiarize is the first step in addressing this issue. This article delves into the key findings of the study, examining the pressures students face, the role of educators, and practical strategies for cultivating a classroom environment that values and promotes original thinking.

Why Students Plagiarize: Unveiling the Motivations

Student struggling with writing seeks help from a teacher.

Several factors contribute to the prevalence of plagiarism among EFL students. One significant reason is time pressure. Students often feel compelled to complete writing tasks within unrealistic deadlines, leading them to seek shortcuts. Additionally, many students underestimate the complexity of writing projects and lack the confidence to complete them independently.

Another key factor is a lack of confidence and understanding. Some students struggle to express their ideas and concepts effectively in English, leading them to rely on external sources rather than developing their own voice. This is further compounded by a potential disconnect between students' perceptions of writing and their teachers' expectations.

Time constraints and pressure to meet deadlines.
Lack of confidence in expressing original ideas.
Desire to achieve high grades and avoid failure.
Easy access to information and readily available content online.

The study also highlights the role of educators in shaping students' attitudes towards plagiarism. Teachers who emphasize memorization and rote learning may inadvertently discourage critical thinking and original expression. Conversely, educators who foster a relaxed classroom atmosphere, present tasks clearly, and build strong relationships with their students can promote self-confidence and intrinsic motivation.

Cultivating Originality: Strategies for Educators

Addressing the issue of plagiarism requires a multi-faceted approach that involves educators, students, and institutions. By understanding the underlying motivations behind plagiarism and implementing effective teaching strategies, we can foster a culture of originality and academic integrity. This includes providing ample in-class work time, offering detailed feedback on student work, and encouraging students to explore topics that genuinely interest them. Ultimately, the goal is to empower students to become confident and capable writers who value the process of original thought and expression.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

This article is based on research published under:

DOI-LINK: 10.5539/ies.v9n9p99, Alternate LINK

Title: Reasons For College Students To Plagiarize In Efl Writing: Students’ Motivation To Pass

Subject: Education

Journal: International Education Studies

Publisher: Canadian Center of Science and Education

Authors: Salwa Al Darwish, Abdul Azeez Sadeqi

Published: 2016-08-29

Everything You Need To Know

What are the primary motivations behind college students plagiarizing in EFL writing, and how does the internet factor into this?

Plagiarism in EFL writing is often driven by the desire to achieve good grades and pass the course. Students, particularly freshmen, may turn to the internet as a primary source for copied material due to pressures like time constraints and a lack of confidence in expressing their own ideas. Addressing plagiarism requires educators to understand these motivations and implement strategies that foster originality and academic integrity.

How do pedagogical approaches influence students' attitudes towards EFL writing and plagiarism, and what specific role do educators play in fostering originality?

Educators play a significant role in either discouraging or fostering original EFL writing. Teachers who emphasize memorization and rote learning may inadvertently discourage critical thinking and original expression. On the other hand, educators who create a relaxed classroom environment, present tasks clearly, and build strong relationships with their students can promote self-confidence and intrinsic motivation, thus reducing the likelihood of plagiarism.

What specific strategies can educators implement to cultivate originality and academic integrity in EFL writing among college students?

Strategies for educators to cultivate originality in EFL writing include providing ample in-class work time, offering detailed feedback on student work, and encouraging students to explore topics that genuinely interest them. By empowering students and building a culture of originality, educators can help students to become confident and capable writers who value the process of original thought and expression.

How do time constraints and pressure to meet deadlines contribute to the prevalence of plagiarism among EFL students, and what measures can be taken to alleviate this?

Time constraints significantly contribute to plagiarism among EFL students. When students feel compelled to complete writing tasks within unrealistic deadlines, they may seek shortcuts by copying from external sources. This pressure, combined with a lack of confidence and understanding, exacerbates the problem. Addressing this issue requires a shift towards more flexible deadlines and better time management support for students.

In what ways does a disconnect between students' perceptions and teachers' expectations, combined with a lack of confidence, contribute to plagiarism in EFL writing?

A disconnect between students' perceptions of writing and teachers' expectations, combined with a lack of confidence in expressing original ideas, can drive students to plagiarize. EFL students may struggle to articulate their thoughts in English effectively, leading them to rely on external sources. Educators need to bridge this gap by providing clear guidelines, fostering open communication, and building students' self-assurance in their writing abilities.