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

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