Examining Graduate Students' Experiences in Using Generative AI for Academic Writing: Insights from Cambodian Higher Education

Abstract

Recently, although there has been a growing body of research on generative artificial intelligence (AI) in English language education and higher education, research into the use of generative AI in academic writing among graduate students has obtained relatively little attention. This study, therefore, examines Cambodian graduate students’ experiences in utilizing generative AI for their academic writing. Drawing on in-depth interviews with Cambodian master’s and doctoral degree students, the study found that the use of generative AI had a considerable impact on their academic writing. The study also revealed that they encountered several key challenges when interacting with generative AI in their academic writing activities, particularly related to incomplete AI-generated responses, lack of contextual and comprehensive AI outputs, and the potential risk of reduced critical thinking skills and creativity. Meanwhile, the study identified a range of major benefits experienced by Cambodian graduate students, with a particular emphasis on improved academic writing skills and increased confidence in academic writing. The findings highlight the importance of AI-human collaboration and the need for capacity development on the ethical and effective use of generative AI in academic writing to prevent students from relying too much on AI outputs and becoming overly dependent on AI technologies.

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