Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students

Abstract

This study describes and assesses a pedagogical intervention that integrates GenAI into a master’s course on academic writing literacy. The intervention promotes using writing as an epistemic tool, reflecting on writing processes, and exploring the potential and limitations of GenAI in academic argumentative texts. Twenty nine postgraduate students responded to pre- and post-intervention questionnaires on their skill development, AI utility, and the relevance of the intervention. Results indicate that, while students recognised AI as useful for initiating and refining academic writing, they noted its limitations for generating complex academic arguments, specifically in terms of quality and reliability. The intervention significantly increased students’ confidence in their writing skills and raised awareness of challenges related to authorial voice and intertextuality. Students appreciated learning the genre, strategies to manage the writing process more effectively, and the pros and cons of using AI for academic writing, underlining their significance for academic and professional growth. The results of this study address educators’ concerns regarding the introduction of GenAI into teaching and learning processes, suggesting that when used thoughtfully, GenAI can enhance the learning experience.

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