As multicultural students use paraphrasing or translation tools very often in academic writing, it is valuable to explore their utilization for the benefit of teaching and learning in our ever-changing world. This study aimed to contribute to the ongoing research on measuring multicultural students’ attitudes towards plagiarism and academic writing using paraphrasing or translation tools. This study contributes to the ongoing research on measuring students’ attitudes towards academic writing using technology and plagiarism. For this study, a survey was conducted with questions adapted from Razi (2015), comprising 10 Likert-scale items designed to understand how multicultural students perceived their existing needs related to academic writing, paraphrasing tools and plagiarism. The number of respondents was 206 and they at the time of the study were enrolled in two international universities in 1) Turkiye and 2) United Arab Emirates. Data was collected over a period of three months through Qualtrics and the respondents included over 60 nationalities, majority spoke English as a second language. The results illustrate students’ understanding of their needs related to academic writing skills, the use of paraphrasing and translation tools and what they consider as acceptable in terms of academic misconduct. This study found that paraphrasing and translation tools are technological advances that are used by students to complete academic writing tasks, hence, it is important that educators are well aware of the benefits and the drawbacks that these tools represent for the benefit of students and educators alike. The chapter ends with recommendations for further research.