ON THE EFFECTIVE AND ETHICAL USE OF AI IN ACADEMIC WRITING

Abstract

This paper investigates the ethical and effective application of generative AI tools in the realm of academic writing, specifically within the context of graduate education. The study, supported by TUBITAK, was conducted at Gazi University in Ankara, Türkiye, over a ten-week period and involved 24 graduate students. The research framework was structured around a five-phase new literacies model, encompassing the stages of questioning, locating, evaluating, synthesizing, and communicating. Each phase was supplemented by the use of specific AI tools, including Stormboard, XMind, ScholarAI, and Humata, to assist students in navigating the academic writing process.

A mixed-methods approach was employed, drawing on both quantitative and qualitative data to evaluate the intervention’s impact. The quantitative analysis revealed a significant improvement in students’ research attitudes, digital literacy skills, and academic writing self-efficacy, indicating a greater confidence in their scholarly abilities. Qualitative data, which includes video recordings, interviews, and written artifacts, is still undergoing analysis, with a hermeneutic approach planned for deeper interpretation.

The study’s findings highlight the potential of AI tools to enhance academic writing skills and offer new insights into the integration of technology in higher education. This research contributes to the ongoing discourse on the role of AI in educational contexts and provides a framework for future studies in this area.