Abstract:
This project aims to develop a pedagogical framework to enhance university students’ academic reading and writing literacy regarding their critical and ethical use of artificial intelligence (AI) in source-based academic writing. In this project, academic literacy is operationalised as an ability to read and write in the academic context (Hyland, 2022). Such an ability is specifically crucial in higher education as students need to comprehend, analyse and evaluate ideas in complex academic texts and synthesise them to support their arguments in writing (Hirvela, 2016; Yung & Fong, 2019). This project will explore how university students utilise GenAI tools (e.g., ChatGPT3.5/4.0/4o, Gemini, Copilot, and Claude 3.5)) to support their academic reading and writing in English. The objectives include identifying effective AI tools and features that can enhance students’ academic literacy, providing recommendations for empowering students to use AI critically and ethically, and developing pedagogical approaches and teaching packages for educators. Focusing on written communication, critical thinking, and ethical decision-making, the project will generate recommendations for teachers and students to use AI effectively and responsibly in the academic writing process. Pedagogical approaches and teaching packages will be developed, and workshops will be delivered for educators, teachers, and students to understand how AI tools can empower academic literacy. Data will be collected through surveys, focus group interviews, and individual interviews, with feedback solicited from teachers and students. Evaluation will involve analysing students’ written work and reflecting on AI usage patterns and ethical practices. This project is expected to benefit teachers, students, and the broader academic community by offering insights into AI usage and promoting ethical practices in the higher education context.
Code:
T0278
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
01 Jan 2024
End Date:
31 Dec 2024
Status:
Completed
Result:
The online survey reveals that students generally feel confident in their academic writing without the assistance of GenAI technologies, with PhD students being the most confident and MT students (Master --Taught) the least confident. Despite their confidence, students mostly use GenAI tools like ChatGPT3.5, Bing, Gemini and Copilot, primarily for brainstorming, outlining and proofreading. Moreover, they acknowledge GenAI’s limitations, particularly its struggle with complex tasks and insufficient summarisation abilities. Many students express their concerns about the ethical implications of GenAI, such as fabricated references, cultural biases, and the worries of over-reliance leading to self-doubt. Furthermore, a significant number of students reported a lack of training on the critical and ethical use of GenAI in academic work, underscoring the need for comprehensive training programmes. These programmes should bridge the gap between essential knowledge and practical skills, equipping students to implement GenAI responsibly in academic contexts. Overall, the current findings suggest that while GenAI can be a valuable tool, its integration into academic work requires careful consideration and proper training.
Impact:
The project aims to make a substantial impact on students, university teachers, and the academic community. For students, the project will raise students’ awareness about the critical and ethical implications of using AI in academic writing and promote responsible AI usage among them. By guiding students to use GenAI tools effectively and responsibly, this project will improve students’ ability to read, comprehend, analyse, and evaluate complex academic texts, as well as synthesize information from various sources to support their arguments in academic writing. Students’ written communication, critical thinking, and ethical decision-making skills will be strengthened, while their academic work upholds academic integrity and ethical standards. For university teachers, the project will provide them, with both language and non-language ones, with the necessary knowledge, resources, and training to teach students about the critical and ethical use of GenAI in academic writing, which will empower them to better support their students and foster a learning environment that promotes academic literacy and ethical GenAI usage. Additionally, the project will generate valuable insights and recommendations for the broader academic community regarding the effective and ethical use of GenAI in higher education. This will contribute to the ongoing discourse on AI in education and help shape future policies, practices, and research in this area.
Financial Year:
2023-24
Type:
TDG