English language proficiency has become essential in academic contexts because of the internationalization of education. In this context, integrated writing tasks that combine receptive and productive language skills have become popular in higher education to assess academic language proficiency. Furthermore, with the rise of digitalization in education, new opportunities have emerged to investigate students' behaviors during task completion. In this study, we aim to contribute to this evolving field by using a sequence analysis approach to investigate how students complete integrated writing in an English as a medium of instruction (EMI) context. Specifically, we are interested in (a) identifying behavioral patterns that reveal differences in the occurrence and timing of students' task processing behaviors (e.g., annotating, writing fluently, and pausing), (b) examining the relationship between these patterns and students' writing outcomes, and (c) exploring patterns consistency within individual writers and across task types. For this purpose, we collected data from 374 high school and university students in EMI programs, who completed 590 integrated writing tasks. Sequence analysis of log data collected during task completion revealed four behavioral patterns: rapid, low-interaction, note-taking, and strategic. The results showed that performances with strategic pattern resulted in significantly higher text quality than those with low interaction or rapid patterns. In addition, behavioral patterns showed moderate consistency among students who completed two tasks. These findings contribute to the understanding of integrated writing behavioral patterns and hold implications for both instructional practices and the assessment of academic language competences. (DIPF/Orig.)