Article Type : Research Article
Authors : Hamed Abdelreheem Ead
Keywords : AI in academic writing; Ph.D. Student perceptions; AI Tool effectiveness; Training and resources; Academic writing skills
This study investigates the integration of Artificial Intelligence (AI) tools in academic writing among PhD students at the Faculty of Science, Cairo University. As reliance on AI technologies grows, understanding students' perspectives on these tools' effectiveness and impact becomes increasingly important. This research explores how AI influences the writing process, enhances research efficiency, and raises concerns regarding academic integrity. Employing a mixed-methods approach, the study will utilize surveys and in-depth interviews to gather comprehensive data from 32 PhD students across various specializations in Chemistry, including Analytical Chemistry, Biochemistry, Inorganic Chemistry, and Organic Chemistry. The findings aim to illuminate the benefits and challenges associated with AI in academic writing, contributing to ongoing discussions about modern educational practices. While AI tools can assist with grammar and style, this study emphasizes that they cannot replace the critical thinking, originality, and ethical considerations taught in traditional academic writing courses. Ultimately, a balanced approach that integrates AI support while preserving essential elements of writing education is proposed to prepare students for diverse writing challenges.
It is possible
to interpret the philosophy of "Exploring the Impact of Artificial
Intelligence on Academic Writing: Perspectives of PhD Students in the Faculty
of Science at Cairo University" as an invitation to conduct a sophisticated
investigation into a complicated issue. The word "exploring" implies
a qualitative method, stressing an indefinite inquiry as opposed to a
conclusive finding. This fits in nicely with the nature of scholarly research,
especially in an area that is developing quickly like artificial intelligence.
The title
emphasizes the significance of subjective experiences and individual viewpoints
by concentrating on the "perspectives of PhD students," acknowledging
that knowledge is created via human narratives.
This method
prioritizes student voices and puts their perspectives at the heart of the
research. Furthermore, defining the context of "the Faculty of Science at
Cairo University" recognizes the institutional and cultural elements
affecting these views, enabling a more thorough comprehension of how context
affects attitudes toward educational technology.
Additionally,
the relationship between "Artificial Intelligence" and "Academic
Writing" draws attention to the wider ramifications of incorporating
technology into conventional academic procedures. It raises important issues
regarding the direction of scientific education going forward and encourages
conversation on the revolutionary possibilities of AI tools.
Furthermore,
the title subtly brings up moral questions concerning the application of AI in
academic writing, including issues with plagiarism, originality, and the
integrity of scholarly work.
This highlights
the necessity of carefully navigating these issues and is a philosophical
investigation into the moral implications of technology's involvement in
education.
All things
considered, the title represents a research approach that emphasizes ethical
issues, contextual knowledge, and subjective experience. It acknowledges the
subtleties and complexity of incorporating technology into academic processes
and lays the groundwork for a thorough investigation of how PhD students view
and use AI tools. To make a significant contribution to conversations regarding
contemporary teaching methods and the changing nature of academic writing, one
must adopt this philosophical position.
Introduction
The landscape
of academic writing presents numerous challenges, particularly for doctoral
students navigating the complexities of writing in a second language. In the
study conducted by Ead, Hamed [1], titled Academic Writing Challenges Faced by
Chemistry Doctoral Students: A Self-Study Informed by Three Writing Theories,
the authors explored the intricate difficulties faced by chemistry PhD
candidates writing in English. Their research highlighted the linguistic,
cultural, and disciplinary factors that significantly influence writing
development among these students. Through a self-study methodology involving
nineteen participants, the study delved into various aspects of the writing
process, including attitudes towards writing, idea generation, revision
practices, and the efficacy of academic support systems.
Professor Ead
identified five major classes of issues related to academic writing: text,
errors, competence, support, and dissemination medium. They emphasized the
importance of providing clear instructions on the writing process and fostering
effective communication between faculty advisors and their students. These
findings underscore the necessity for educational programs to adapt their
approaches to better support PhD candidates in their writing endeavors.
Building on
this foundation, the current study aims to explore the role of Artificial
Intelligence (AI) in academic writing from the perspective of PhD students in the
Faculty of Science at Cairo University. As AI tools become increasingly
prevalent in academic contexts, understanding how these technologies influence
writing practices, enhance research efficiency, and impact academic integrity
is crucial. This research seeks to contribute to the discourse initiated by
Ead, Hamed by investigating the evolving landscape of academic writing in a
digital age, where AI offers both opportunities and challenges.
By examining
the perspectives of PhD students across various scientific disciplines, this
study aims to provide insights into the effectiveness of AI tools in academic
writing, the concerns surrounding their use, and the potential strategies for
training students to leverage these technologies for enhanced writing outcomes.
Ultimately, the findings will inform best practices in graduate education,
aiming to equip students with the necessary skills to navigate the complexities
of academic writing in an increasingly AI-driven world.
Literature Survey
Academic
writing courses have been developed over many years to help students gain the
skills needed to succeed in their studies. These courses focus on important
writing concepts like how to structure and organize academic papers, properly
reference and cite sources, and use appropriate language and style [2]. They
also teach critical analysis, practical research skills, how to integrate
ideas, and the importance of academic integrity, which includes submitting
original and non-plagiarized work [3-5]. Academic writing courses are available
in universities, colleges, and online platforms, catering to students,
researchers, scholars, and professionals who want to improve their academic
communication skills [6]. The main goal of these courses is to teach
participants the standard practices and criteria for writing recognized in
academic settings [7,2,8].
Despite the
benefits of these courses, many students and new writers face difficulties with
academic writing [3]. To help overcome these challenges, there is a growing
trend of using writing technologies for support. AI-powered writing tools are
among these new technologies. These tools use Natural Language Processing (NLP)
and are trained on large collections of human-written text [7,9,10]. Research
shows that AI writing assistants can improve students' writing skills and boost
their confidence and productivity. However, there are concerns that relying on
these tools might lead to misuse [11]. For instance, tools like ChatGPT can
create unique content that may be undetectable by current technologies and
trained academic staff [10], raising serious questions about academic
integrity. Other AI programs, such as QuillBot, AI Writer, and Typeset, can
rephrase sentences by changing their structure or using synonyms. Wordtune
helps non-native English speakers translate various languages into English [9].
Additionally, tools like ChatGPT, Trinka AI, and Writesonic make writing easier
for students and save them time [12,3].
Moreover, AI
tools like Grammarly, Jasper, and Consensus can help users improve their
writing [2,13] and offer opportunities for learning when users notice
differences between their original writing and the suggested edits. Despite the
rising use of AI in academia, there is a lack of theoretical frameworks to
explain how these tools are used in academic writing courses. The literature
discusses several models, including the Technology Acceptance Model (TAM)
developed by Davis et al. [14], Constructivist Learning Theory based on the
work of Piaget and Vygotsky [15], and the Community of Inquiry (CoI) Framework
proposed by Garrison et al. [16]. TAM suggests that factors like perceived
usefulness and ease of use influence how successfully AI is integrated into
academic courses [17,14,18]. Constructivist theories focus on active learning
and collaboration to engage students and help them build knowledge [15]. The
CoI framework asserts that AI tools can help create a sense of community,
promote cognitive engagement, and support effective teaching in online academic
writing courses [18].
However, like
other digital tools, AI tools have limitations, such as occasional errors and
inaccuracies in rephrasing. Concerns also exist about excessive reliance on
these tools and their impact on academic integrity [2,20]. While AI tools like
plagiarism checkers (e.g., Turnitin) and grammar checkers (e.g., Grammarly) are
becoming more common, it is uncertain whether they can replace creativity in
academic writing. There is debate about how AI affects students' critical
thinking, research skills, and communication abilities that go beyond what
current automated tools can offer. Scholars warn that academic writing involves
more than just grammar and syntax; it requires complex skills like analysis,
argumentation, and synthesizing information, which AI cannot fully replicate
[21].
The current
systematic literature review examines the important issue of whether AI tools
are replacing academic writing courses in universities. This study is
significant because it addresses the critical role of AI in helping students
develop their academic writing skills. Strong writing skills are essential for
effectively communicating ideas, conducting research, analyzing texts
critically, and succeeding in various educational and professional fields [22,18].
However, the rise of AI writing assistants raises concerns about overreliance
on technology, which may hinder the development of these important skills. It
is crucial to explore how AI tools can support or undermine the learning goals
and teaching methods of human-led academic writing instruction [20]. While AI
grammar checkers and language models can assist with editing and ensuring
originality, it remains uncertain if they can adequately teach higher-order
skills such as rhetorical analysis, synthesizing sources, formulating
evidence-based arguments, following disciplinary writing conventions, and
developing an authentic voice. There are also unresolved questions about the
impact of AI on academic integrity, critical thinking, and the writing process
with guidance from instructors [10].
The findings of
this review could provide insights into how to integrate AI while maintaining
the quality and rigour expected in university-level writing education. The
motivation behind this review is to synthesize current research on this topic,
aiming to help educators, administrators, and educational technologists make
informed decisions about the role of AI in teaching academic writing. The
results could influence future curriculum development, instructional practices,
writing program policies, and the effective use of AI tools alongside human
instruction. As many universities are already using or considering AI writing
aids, it is important to understand the implications of AI for this essential
area of higher education.
The results
indicate a generally positive reception of AI tools in academic writing, with
many users recognizing their benefits while also expressing concerns about
reliability, ethical implications, and the need for training. As AI continues
to evolve, fostering user confidence and addressing technical challenges will
be crucial for maximizing its potential in academic settings. The survey
results illustrate a nuanced landscape of student perceptions regarding AI
tools in academic writing. While there is an acknowledgment of their potential
benefits, significant concerns about effectiveness, reliability, and ethical
implications remain. The findings highlight the need for targeted training and
clearer guidelines to help students navigate AI tools effectively while
maintaining the integrity and quality of their academic work. Addressing these
concerns will be essential for integrating AI into academic writing practices
in a way that complements and enhances traditional methods.
Conclusion
The
statistical analysis of the results reveals a generally positive outlook on the
use of AI tools in academic writing among respondents. A significant portion of
users engage with these tools regularly, indicating a growing acceptance and
integration of AI in academic practices. While many perceive AI tools as
effective and beneficial in enhancing writing skills and productivity, there
are notable concerns regarding ethical implications, reliability, and the
potential for overreliance on technology. The mixed experiences reported
suggest that while AI can aid in the writing process, it is not a complete
substitute for traditional writing skills and critical thinking abilities.
The findings
highlight the need for improved training and support to help users maximize the
potential of AI tools while addressing concerns about plagiarism and
maintaining academic integrity. As AI technologies continue to evolve,
understanding their role and impact on academic writing education is crucial
for developing effective pedagogical strategies.
Recommendations
Enhance Training Programs: Institutions should develop comprehensive training programs that
focus on how to effectively use AI writing tools. This training should cover
not only the technical aspects but also ethical considerations and best
practices to mitigate plagiarism risks.
Promote Balanced Use: Encourage a balanced approach to using AI tools, emphasizing that
they should complement rather than replace traditional writing skills.
Educators should highlight the importance of critical thinking, analysis, and
personal voice in academic writing.
Improve AI Tool Reliability: Developers of AI writing tools should prioritize enhancing the
reliability and accuracy of their products. Continuous updates and user
feedback mechanisms can help improve the user experience and satisfaction.
Foster Collaboration and Feedback: Institutions should encourage a
culture of collaboration among students, where seeking feedback from peers and
instructors becomes a standard practice. This can help students refine their
writing skills and reduce dependence on AI tools.
Monitor Ethical Implications: Academic institutions should establish clear guidelines and
policies regarding the ethical use of AI tools in writing. This includes
educating students about academic integrity and the importance of originality
in their work.
Conduct Further Research: Ongoing research is needed to explore the long-term impacts of AI
tools on academic writing skills, critical thinking, and overall student
success. Findings from such studies can inform curriculum development and instructional
practices.
Integrate AI into Curriculum: Institutions should consider integrating AI tools into the writing
curriculum in a way that enhances learning outcomes. This could involve
assignments that require students to use AI tools thoughtfully, promoting a
deeper understanding of their strengths and limitations.
By implementing
these recommendations, educators and institutions can better harness the
benefits of AI tools in academic writing while addressing the associated
challenges, ultimately enhancing the quality of writing education.
Acknowledgement for Participants
For taking part
in this work, I would like to thank the following PhD students: Amira Hassan
Abdella, Eman Omar Mohamed, Esraa Bakry Abdelazim, Ahmed Mohamed Abdelaal, Doaa
Hassan Mohamed, Hend Hesham Mahmoud, Mahmoud Gamal Metwally, Marwa Elsayed
Sayed, Mostafa Farouk Hassan, Nourhan Mahmoud Ibrahim and Rawan Megahed
Aboelkhear. Their opinions and thoughts were really helpful to our study. I
want to express my gratitude to everyone who participated in this program.
Their dedication and diligence over two months were inspiring. Their thoughts
and recommendations have greatly benefited the Academic Writing course and will
play a significant role in future developments. Their enthusiasm and
enthusiastic engagement in the learning process are much appreciated. Because
of their involvement, this project has been powerful and fulfilling.
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