Investigation of how university students negotiate autonomy, ethical responsibility, and cognitive engagement in the context of integrating AI into a Process-Based Approach to academic writing indicates that AI-mediated writing is not only a matter of tool use but a site of negotiation, in which learners negotiate efficiency, autonomy, and authenticity.
Abstract
The adoption of Artificial Intelligence (AI) in academic writing has been widely discussed in terms of its impact on writing performance and efficiency, with little attention given to how students actively negotiate its place in process-oriented pedagogies. To fill this gap, this paper investigates how university students negotiate autonomy, ethical responsibility, and cognitive engagement in the context of integrating AI into a Process-Based Approach (PBA) to academic writing. A qualitative-dominant mixed-method design was used. Data were collected from 103 students from eight universities in Indonesia using four Likert-scale questionnaires and open-ended responses, and analysed using descriptive statistics and thematic analysis. Findings suggest that AI is perceived as a form of cognitive support for lower-order writing processes, such as grammar, vocabulary, and idea generation, while students aim to retain control. However, support also produces tensions of overreliance, reduced critical participation, and challenges to academic integrity. Students are beginning to understand the ethical limits, especially when it comes to AI being a tool that helps them with their own writing rather than replacing it. The findings indicate that AI-mediated writing is not only a matter of tool use but a site of negotiation, in which learners negotiate efficiency, autonomy, and authenticity.
The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
D. Zulaiha, Yunika Triana· Journal of Educational Manag...· 0 citations
It is concluded that in order for undergraduate education to continue to be relevant in a society where AI is pervasive, governance must change toward process-oriented evaluation and relational originality.
Joe Mutebi, Brian Mugisha, Ibrahim Adabara et al.· F1000Research· 0 citations
Analysis of graduate students' critical reflections on their use of artificial intelligence (AI) tools in a Research Writing course provides context-based insights into the ethical and pedagogically informed integration of AI in graduate-level academic writing instruction in an EFL setting.
V. Phạm, Ngoc Hoang Vy Nguyen· Frontiers in Education· 0 citations
The proliferation of generative artificial intelligence (Gen-AI) in English as a Foreign Language (EFL) writing instruction has sparked considerable scholarly interest, yet the subjective experiences and voices of learners who engage with AI-generated feedback remain insufficiently explored within the extant literature. This qualitative study investigates students' voices concerning the implementation of Gen-AI feedback in an EFL writing classroom, specifically examining their perceptions, patterns of engagement, development of feedback literacy, and the inherent tensions between learner autonomy and technological dependency. Adopting a qualitative research design, data were collected through four focus group discussions involving 30 purposively selected undergraduate students enrolled in an EFL writing course at a private university in Surakarta. Thematic analysis of the transcribed discussions, conducted in accordance with Braun and Clarke's (2006) framework, yielded five interrelated themes: perceived usefulness of Gen-AI feedback, patterns of feedback engagement, development of feedback literacy, tension between autonomy and dependency, and emotional and ethical responses. The findings reveal that students perceived Gen-AI feedback as highly useful for enhancing writing quality, revision efficiency, and idea generation; however, they did not passively accept all AI-generated suggestions but rather demonstrated selective engagement, critically evaluating feedback based on its relevance to higher-order writing concerns, including content and organization. Additionally, participants reported developing feedback literacy over time, evidenced by increased awareness of their writing weaknesses and improved capacity to interpret and strategically utilize AI feedback. Nevertheless, uneven development across participants indicated that feedback literacy does not emerge automatically through mere exposure to Gen-AI tools. A critical tension also emerged between learner autonomy and dependency, with several students expressing over-reliance on AI for revision tasks. Emotional and ethical responses included heightened confidence alongside scepticism regarding AI accuracy and concerns pertaining to academic integrity. The findings suggest that the pedagogical effectiveness of Gen-AI feedback is not determined solely by its technological affordances but is significantly mediated by learners' engagement, critical awareness, and feedback literacy. This study contributes to the literature by demonstrating that understanding students' voices is crucial for developing context-sensitive and pedagogically sound AI integration strategies, with implications for educators and curriculum designers seeking to implement Gen-AI feedback in effective, ethical, and learner-centred ways.
Abdul Ayiz, Ahmad Tauchid, Riyadh Ahsanul Arifin et al.· ETERNAL (English Teaching Jo...· 0 citations
It is argued that the leadership of digital education should move beyond broad AI policies toward context-sensitive guidance, verification literacy, transparent disclosure norms, and process-based assessment, including the culminating site of doctoral assessment, the dissertation defense.
Examination of a classroom practice using Personary, a digital mind-mapping platform with an optional AI-assisted mode, to explore how university students conceptualize competencies needed in the AI era shows that students understood AI-era competencies as multidimensional capacities rather than as technical skills alone.
Hiroko Kanoh· AHFE International· 0 citations
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