Generative AI in teaching academic writing: guiding students to make informed and ethical choices
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14640%2F25%3A00142287" target="_blank" >RIV/00216224:14640/25:00142287 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.degruyterbrill.com/document/doi/10.1515/cercles-2024-0103/html" target="_blank" >https://www.degruyterbrill.com/document/doi/10.1515/cercles-2024-0103/html</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1515/cercles-2024-0103" target="_blank" >10.1515/cercles-2024-0103</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Generative AI in teaching academic writing: guiding students to make informed and ethical choices
Popis výsledku v původním jazyce
The growing presence of generative artificial intelligence (GAI) tools in academic writing has raised questions about their role in supporting students' development as writers. While existing research has explored the capabilities and limitations of GAI, there is a notable gap in understanding students' perspectives on its use. This study investigates whether students want to engage with GAI in their academic writing, their reasons for doing so, and how they perceive its benefits and challenges. Additionally, it touches on the role of educator transparency in using AI tools, exploring whether openly sharing such practices fosters trust and enhances the learning experience. The study highlights the importance of educators modelling ethical AI use to build a collaborative and trusting classroom environment. It also shows the shift in student strategies towards leveraging GAI tools as learning aids rather than convenience tools.
Název v anglickém jazyce
Generative AI in teaching academic writing: guiding students to make informed and ethical choices
Popis výsledku anglicky
The growing presence of generative artificial intelligence (GAI) tools in academic writing has raised questions about their role in supporting students' development as writers. While existing research has explored the capabilities and limitations of GAI, there is a notable gap in understanding students' perspectives on its use. This study investigates whether students want to engage with GAI in their academic writing, their reasons for doing so, and how they perceive its benefits and challenges. Additionally, it touches on the role of educator transparency in using AI tools, exploring whether openly sharing such practices fosters trust and enhances the learning experience. The study highlights the importance of educators modelling ethical AI use to build a collaborative and trusting classroom environment. It also shows the shift in student strategies towards leveraging GAI tools as learning aids rather than convenience tools.
Klasifikace
Druh
J<sub>SC</sub> - Článek v periodiku v databázi SCOPUS
CEP obor
—
OECD FORD obor
60200 - Languages and Literature
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
LANGUAGE LEARNING IN HIGHER EDUCATION; JOURNAL OF THE EUROPEAN CONFEDERATION OF LANGUAGE CENTRES IN HIGHER EDUCATION (CERCLES)
ISSN
2191-611X
e-ISSN
2191-6128
Svazek periodika
2025
Číslo periodika v rámci svazku
vol. 15, no. 2
Stát vydavatele periodika
DE - Spolková republika Německo
Počet stran výsledku
15
Strana od-do
447-461
Kód UT WoS článku
001604688800010
EID výsledku v databázi Scopus
2-s2.0-105020407275