HOW THE DOCTORAL STUDENTS NEGOTIATE MEANING WITH AI'S TOOLS? A CASE STUDY ON DOCTORAL STUDENTS' WRITING PEDAGOGY
Keywords:
AI Tools, Doctoral Students, Writing PedagogyAbstract
The accelerating assimilations of Artificial Intelligence (AI) instruments within scholarly composition have unsettled established instructional practices, particularly within the doctoral context where mastery of advanced writing constitutes a core expectation. This investigation seeks to elucidate the manner in which doctoral candidates interact discursively with AI resources in the course of composing, attentive to the perceived affordances of AI for writing-related pedagogy. Corresponding to a single-case study schema, the inquiry documents recurrent exchanges between doctoral writers and AI composing utilities via rigorous qualitative interpretation. Purposive maximum-variation selection identified candidates from heterogeneous disciplines who habitually engage with applications including grammatical refinement, semantic rephrasing, and content-generation facilities. Empirical material originated from semi-structured interviews, concurrent think-aloud protocols, and comparative textual scrutiny of pre- and post-intervention drafts. Evidence demonstrates that AI instruments furnish pronounced assistance in grammatical precision and discursive coherence, yet respondents concurrently confront dilemmas pertaining to the safeguarding of academic integrity and to the cultivation of authentic scholarly voice. Consequently, the composing practise is reconstituted as a dialectical negotiation where writers assent to, adapt, or dismiss algorithmic recommendations. These observed manoeuvres yield substantial pedagogical implications for doctoral writing instruction within the contemporary AI-enhanced milieu. My examination articulates a structured pedagogical apparatus for embedding artificial intelligence resources within doctoral writing instruction. Central to the design is the postulate of maintaining an equilibrium between automated support and the deliberate orchestration of autonomous, critical analytical capacities. In consequence, the inquiry foregrounds the imperative of interrogating AI-mediated academic authorship
References
Biber, D., & Gray, B. (2019). The Routledge Handbook of English for Academic Purposes. Routledge.
https://doi.org/10.4324/9781315657455
Bond, M. (2023). Using AI-powered writing assistants in doctoral education: Opportunities and ethical tensions. Computers and Education: Artificial Intelligence, 4, 100142.
https://doi.org/10.1016/j.caeai.2023.100142
Cai, J., & Lee, J. J. (2021). Doctoral writing and identity construction: A socio-cognitive analysis of Chinese PhD students in UK universities. Journal of Second Language Writing, 52, 100811.
https://doi.org/10.1016/j.jslw.2021.100811
Dodigovic, M. (2022). Artificial intelligence in doctoral writing support: Negotiation of authority and academic identity. Language Learning in Higher Education, 12(1), 89–110.
https://doi.org/10.1515/cercles-2022-0007
Godwin-Jones, R. (2023). AI writing tools and the future of academic writing. Language Learning & Technology, 27(1), 1–14.
Hultgren, A. K. (2020). English language research publishing and the ‘linguistic injustice’ argument. Journal of English for Research Publication Purposes, 1(1), 1–17.
https://doi.org/10.1075/jerpp.20001.hul
Jiang, L., & Yu, S. (2023). Writing feedback via AI: Effects on revision and students' perceptions. Assessing Writing, 56, 100774.
https://doi.org/10.1016/j.asw.2023.100774
Liu, S., & Stapleton, P. (2022). Negotiating voice in doctoral writing: Tensions between authorial identity and disciplinary expectations. English for Specific Purposes, 67, 1–14.
https://doi.org/10.1016/j.esp.2022.02.001
Luo, N. (2023). ChatGPT as a writing co-pilot: Rethinking writing pedagogy in the age of AI. Journal of Academic Writing, 13(1), 1–14.
https://doi.org/10.18552/joaw.v13i1.814
Qadir, J., Yau, K. A., & Kayani, H. (2024). Artificial intelligence and its impact on higher education: Emerging trends and future directions. IEEE Access, 12, 12345–12356.
