Students’ Perceptions of Generative Artificial Intelligence (GenAI) Use in Academic Writing in English as a Foreign Language †
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| Izdano u: | Education Sciences vol. 15, no. 5 (2025), p. 611 |
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| Glavni autor: | |
| Daljnji autori: | , , |
| Izdano: |
MDPI AG
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| Teme: | |
| Online pristup: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 100 | 1 | |a Nelson, Andrew S |u Yachay Tech Language Center, Yachay Tech University, Hacienda San José s/n y Proyecto Yachay, Urcuquí 100119, Ecuador; anelson@yachaytech.edu.ec (A.S.N.); psantamaria@yachaytech.edu.ec (P.V.S.); jjavens@yachaytech.edu.ec (J.S.J.) | |
| 245 | 1 | |a Students’ Perceptions of Generative Artificial Intelligence (GenAI) Use in Academic Writing in English as a Foreign Language † | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a While research articles on students’ perceptions of large language models such as ChatGPT in language learning have proliferated since ChatGPT’s release, few studies have focused on these perceptions among English as a foreign language (EFL) university students in South America or their application to academic writing in a second language (L2) for STEM classes. ChatGPT can generate human-like text that worries teachers and researchers. Academic cheating, especially in the language classroom, is not new; however, the concept of AI-giarism is novel. This study evaluated how 56 undergraduate university students in Ecuador viewed GenAI use in academic writing in English as a foreign language. The research findings indicate that students worried more about hindering the development of their own writing skills than the risk of being caught and facing academic penalties. Students believed that ChatGPT-written works are easily detectable, and institutions should incorporate plagiarism detectors. Submitting chatbot-generated text in the classroom was perceived as academic dishonesty, and fewer participants believed that submitting an assignment machine-translated from Spanish to English was dishonest. The results of this study will inform academic staff and educational institutions about how Ecuadorian university students perceive the overall influence of GenAI on academic integrity within the scope of academic writing, including reasons why students might rely on AI tools for dishonest purposes and how they view the detection of AI-based works. Ideally, policies, procedures, and instruction should prioritize using AI as an emerging educational tool and not as a shortcut to bypass intellectual effort. Pedagogical practices should minimize factors that have been shown to lead to the unethical use of AI, which, for our survey, was academic pressure and lack of confidence. By and large, these factors can be mitigated with approaches that prioritize the process of learning rather than the production of a product. | |
| 653 | |a Undergraduate education | ||
| 653 | |a Spanish language | ||
| 653 | |a College students | ||
| 653 | |a Social networks | ||
| 653 | |a Student attitudes | ||
| 653 | |a Higher education | ||
| 653 | |a Academic writing | ||
| 653 | |a English as a second language | ||
| 653 | |a Teachers | ||
| 653 | |a Second language writing | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Human-computer interaction | ||
| 653 | |a Plagiarism | ||
| 653 | |a Computer assisted language learning | ||
| 653 | |a Language modeling | ||
| 653 | |a Cheating | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Students | ||
| 653 | |a Generative artificial intelligence | ||
| 653 | |a Perceptions | ||
| 653 | |a Writing | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Ethics | ||
| 653 | |a Penalties | ||
| 653 | |a Learning | ||
| 653 | |a Morality | ||
| 653 | |a Foreign languages | ||
| 653 | |a Language acquisition | ||
| 653 | |a Teaching | ||
| 653 | |a Dishonesty | ||
| 653 | |a Academic staff | ||
| 653 | |a English language | ||
| 653 | |a Classrooms | ||
| 653 | |a Scholarship | ||
| 653 | |a Critical Thinking | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Independent Study | ||
| 653 | |a Academic Language | ||
| 653 | |a Language Skills | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Learning Processes | ||
| 653 | |a Language Teachers | ||
| 653 | |a Educational Technology | ||
| 653 | |a Management Systems | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Second Languages | ||
| 653 | |a Integrity | ||
| 653 | |a Learning Management Systems | ||
| 653 | |a Social Media | ||
| 653 | |a Educational Experience | ||
| 653 | |a English for Academic Purposes | ||
| 653 | |a English | ||
| 653 | |a Educational Discrimination | ||
| 653 | |a Definitions | ||
| 653 | |a Grammar | ||
| 653 | |a English Learners | ||
| 700 | 1 | |a Santamaría, Paola V |u Yachay Tech Language Center, Yachay Tech University, Hacienda San José s/n y Proyecto Yachay, Urcuquí 100119, Ecuador; anelson@yachaytech.edu.ec (A.S.N.); psantamaria@yachaytech.edu.ec (P.V.S.); jjavens@yachaytech.edu.ec (J.S.J.) | |
| 700 | 1 | |a Javens, Josephine S |u Yachay Tech Language Center, Yachay Tech University, Hacienda San José s/n y Proyecto Yachay, Urcuquí 100119, Ecuador; anelson@yachaytech.edu.ec (A.S.N.); psantamaria@yachaytech.edu.ec (P.V.S.); jjavens@yachaytech.edu.ec (J.S.J.) | |
| 700 | 1 | |a Ricaurte, Marvin |u Grupo de Investigación Aplicada en Materiales y Procesos (GIAMP), School of Chemical Sciences and Engineering, Yachay Tech University, Hacienda San José s/n y Proyecto Yachay, Urcuquí 100119, Ecuador | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 5 (2025), p. 611 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3211937111/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3211937111/fulltextwithgraphics/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3211937111/fulltextPDF/embedded/75I98GEZK8WCJMPQ?source=fedsrch |