Enhancing postgraduate digital academic writing proficiency: the interplay of artificial intelligence tools and ChatGPT
Mohamed Oubibi, Katsiaryna Hryshayeva, Ronghuai Huang
Abstract
Artificial Intelligence (AI) has rapidly emerged as a pivotal force in a multitude of sectors. This research explores the growing convergence of AI tools, such as ChatGPT, in the field of academic writing, with a focus on 136 postgraduate students from China. These students were randomized into groups that utilized AI-integrated tools in both online and offline environments. The study involved designing hybrid instructional modules that blend online and offline elements. Furthermore, an extensive questionnaire was used to evaluate the advancements of postgraduate students in domains such as digital readiness, writing self-efficacy, student engagement, and academic emotional health. The results from this investigation highlight significant improvements in several facets of postgraduate involvement, including behavioral, emotional, and cognitive engagement, as well as writing self-efficacy. The study also probes the impact of digital readiness on academic involvement, revealing a positive association with student engagement, writing self-efficacy, and academic sentiments. By augmenting students’ technical proficiency, digital literacy, and acclimation to digital tools and platforms, educational institutions can bolster academic engagement, amplify writing confidence, and foster favorable academic emotion.