Reusing Academic Phrases in Student Writing: Tertiary ESL Instructors’ Views on Pedagogical and Ethical Implications

Using multi-word units, particularly prefabricated academic phrases, is essential for non-native English-speaking students to improve their writing and meet the structural expectations of academic discourse. However, depending too much on these phrases raises concerns about plagiarism, as universities often define it as the unauthorised use of another’s words or ideas. This study examines how tertiary-level ESL instructors view the reuse of academic phrases in student writing, especially in relation to teaching practices and academic integrity. A small-scale research was conducted using an online survey with 30 ESL lecturers from two Malaysian public universities. Participants were selected through purposive sampling based on their experience teaching English at the tertiary level. The study used a structured questionnaire to explore lecturers’ views on the appropriateness, benefits, and concerns surrounding students’ use of prefabricated phrases in academic writing. The results show that most instructors consider the reuse of academic phrases to be a helpful learning strategy, especially for improving writing fluency, coherence, and technical accuracy. They also agreed that structured reuse helps reduce grammatical errors and misinterpretation, leading to clearer writing. However, concerns remain about students becoming too dependent on such phrases, which could hinder the development of original thought. These findings highlight the need for a balanced approach to teaching—one that encourages strategic phrase use while guiding students to develop their own voice in academic writing.