‘OMG! You used AI’ – A critical exploration of linguistic stigmatization in the era of generative artificial intelligence

Abstract

The popularity of generative artificial intelligence (GenAI) in higher education institutions has sparked significant debate among scholars, lecturers, markers, and students. Reactions range from enthusiasm to concern. On the one hand, GenAI is embraced for its incidental benefits in language learning; and, on the other, it is met with resistance due to issues such as reduced cognitive engagement, technophobia, and fears of academic dishonesty. An area of concern involves the emergence and frequent recurrence of certain linguistic features and vocabulary associated with GenAI texts. This study explores the stigmatization of these linguistic patterns in an open distance e-learning (ODeL) context and explores how their usage influences perceptions of students’ work. A case study design was used in this mixed-methods approach. Data were collected through an online questionnaire distributed to students and an open-ended evaluation form completed by markers. The study is grounded in the framing theory, which examines how GenAI content is presented in academic contexts, either as unethical and inauthentic or as a tool for empowerment. The findings reveal that markers have developed biases against linguistic features commonly associated with GenAI and students use GenAI to improve their writing. Although GenAI can be a useful linguistic aid, ethical use and transparent disclosure are critical to maintain academic integrity. These findings call for the development of clear institutional guidelines and marker training to ensure fair and informed assessment in the age of GenAI in ODeL.

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