Academic Dishonesty in Extensive Reading Programs: Stories and Strategies from Student Interviews

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Yuichi Tagane, Akita International University; Naeko Naganuma, Akita International University; Patrick Dougherty, Akita International University

Extensive reading (ER) has become an accepted methodology in increasing student reading fluency. However, there are issues that teachers face when implementing an ER program.  This study, completed at a small English-medium university in Japan, addressed a key problem in ER program implementation: student academic dishonesty. The research, based on student interviews and supplemented by teacher experience, identified five categories of academic dishonesty: (a) asking for a friend’s help; (b) referring to online resources in lieu of reading or completing a reading report; (c) reading and writing about topics that were already familiar to the student; (d) watching movies instead of reading; and (e) others. The findings indicated an equal number of methodologies that are useful in countering academic dishonesty. It was suggested in the findings that, in addition to discouraging academic dishonesty in ER programs, the methodologies can also work to enhance the ER experience for students. 


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