Incorporating Artificial Intelligence into Student Academic Writing in Higher Education: The Use of Wordtune by Chinese international students

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dc.contributor.authorZhao, Xin
dc.contributor.authorXu , Jiahong
dc.contributor.authorCox, Andrew
dc.date.accessioned2023-12-26T18:39:03Z
dc.date.available2023-12-26T18:39:03Z
dc.date.issued2024-01-03
dc.identifier.doi10.24251/HICSS.2024.329
dc.identifier.isbn978-0-9981331-7-1
dc.identifier.other0d1a6dba-e921-4925-b892-f333132b42e4
dc.identifier.urihttps://hdl.handle.net/10125/106712
dc.language.isoeng
dc.relation.ispartofProceedings of the 57th Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectGenerative AI and AI-generated Contents on Social Media
dc.subjectacademic writing
dc.subjectai-powered writing assistants
dc.subjectartificial intelligence (ai)
dc.subjectdigital writing tools
dc.subjectgenerative ai
dc.subjectinternational students experience
dc.titleIncorporating Artificial Intelligence into Student Academic Writing in Higher Education: The Use of Wordtune by Chinese international students
dc.typeConference Paper
dc.type.dcmiText
dcterms.abstractAcademic writing can be challenging for international students, especially if English is not their first language. Artificial intelligence (AI) writing assistants have received considerable attention in recent years as a new means to enhance students’ academic writing. However, limited research has been conducted on how they are actually used in practice. This paper examines the use of Wordtune, an AI-powered writing assistant, by Chinese international students in higher education through interviews (n=30). The study explored the challenges these students faced in academic writing and how they already used a variety of digital tools during the writing process to address these issues. Specifically in relation to Wordtune students found the rewriting options useful, especially the function to rewrite in formal language. Students self-identifying as beginners in English used all the functions, but rather indiscriminately. Students with higher-level skills used it more selectively and learned to improve their writing through examining alternative rewrites. All users wanted the function to rewrite sentences more formally to suit an academic writing style. The paper contributes to our understanding of how international students use digital tools in the writing process.
dcterms.extent10 pages
prism.startingpage2726

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