Doctoral students’ use of Generative Artificial Intelligence (GenAI) in academic writing: Their engagement with AI-powered writing tools
DOI:
https://doi.org/10.31468/dwr.1165Keywords:
generative artificial intelligence (GenAI), Academic writing, learner engagement, doctoral students, English as a Second Langauge Learners (ESL learners)Abstract
Since the launch of ChatGPT in 2022, a range of Generative Artificial Intelligence (GenAI) tools have emerged to support students’ English academic writing, benefiting particularly English as a second language (ESL) students. Previous studies have examined students’ knowledge, perceptions, and practices of using GenAI tools in writing, focusing primarily on undergraduate students. Research on postgraduate students’ engagement with GenAI remains relatively limited; yet, these students are expected to demonstrate a higher level of writing proficiency to effectively disseminate their research to the academic community. To address this gap, this study aims to examine how ESL doctoral students engage with GenAI tools behaviourally, cognitively and affectively in a thesis writing course. Data was collected through questionnaire surveys and focus group interviews. Findings reveal that most student participants viewed GenAI as a valuable tool in assisting their writing; yet, they were hesitant to use the technology as they have higher stakes regarding academic reputation, as well as the originality of their research writing. This research has significant pedagogical implications regarding: i) the support and help that doctoral students need to effectively use GenAI in their writing; and ii) the possible ways of integrating GenAI technology in academic writing courses.
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