AI-Generated Assignments: Lecturers’ Perspectives on Linguistic Integrity and Pedagogical Strategies in Higher Education

Putra Thoip Nasution; Widia   Fransiska

doi:10.31849/h1yr9h06

Authors

Putra Thoip Nasution Universitas Alwashliyah, Medan, Indonesia
Widia Fransiska Universitas Alwashliyah, Medan, Indonesia

DOI:

https://doi.org/10.31849/h1yr9h06

Keywords:

Academic integrity, Artificial intelligence, Higher education, Lecturer perspectives, Pedagogy, Linguistic integrity

Abstract

The rapid proliferation of generative Artificial Intelligence (AI) tools in higher education has fundamentally reshaped academic writing practices while simultaneously raising serious concerns about academic and linguistic integrity. Within language education, this transformation creates a critical tension between technological efficiency and the preservation of authentic student learning. Addressing this emerging challenge, the present study investigates lecturers’ perspectives on AI generated assignments with particular attention to linguistic integrity and pedagogical responses in the TBI Study Program at Universitas Islam Negeri Sumatera Utara. Using a mixed methods design, the study combined a survey of 20 lecturers with semi structured interviews involving 10 purposively selected participants who regularly assess student assignments. Quantitative data were analyzed using descriptive statistics, while interview transcripts were examined through thematic analysis to identify patterns related to authenticity, assessment practices, and institutional support. The findings reveal that the majority of lecturers have encountered AI generated assignments that demonstrate high grammatical accuracy but frequently lack originality, critical engagement, and a recognizable student voice. Lecturers also reported growing concerns that excessive reliance on AI weakens students’ critical thinking and reflective learning processes. In response, educators employ strategies such as drafts, reflective commentaries, oral defenses, and multimodal assessments to emphasize learning processes rather than final products. The study also highlights the lack of clear institutional policies on AI use in assignments and shows how language educators navigate the tension between technological innovation and academic authenticity, informing the development of AI aware pedagogical frameworks and policies that safeguard linguistic integrity in higher education.

Author Biographies

Putra Thoip Nasution, Universitas Alwashliyah, Medan, Indonesia

Putra Thoip Nasution is a senior lecturer in English Language Education at Universitas Alwashliyah Medan, Indonesia, with a strong academic background and international exposure. He earned his undergraduate degree from UIN Sumatera Utara Medan and completed his Master’s degree at UIN Syarif Hidayatullah Jakarta, both with cum laude distinction. His academic excellence was recognized through the MORA Scholarship, which enabled him to participate in a short course at Deakin University, Australia, and he further enriched his academic perspective through a comparative study in Singapore, Malaysia, and Thailand. Currently, he is actively involved in teaching across several higher education institutions in Medan and has demonstrated a consistent commitment to scholarly development, with multiple publications in accredited national journals focusing on language pedagogy and applied linguistics.
Widia Fransiska, Universitas Alwashliyah, Medan, Indonesia

Widia Fransiska is a senior lecturer in English Language Education at Universitas Alwashliyah Medan, Indonesia, with a strong academic foundation and international specialization in TESOL and educational technology. She completed her undergraduate studies in English Language Education at UIN Sumatera Utara and earned her Master’s degree from the University of Leeds, United Kingdom, focusing on TESOL and ICT. Her academic interests center on the integration of technology in language learning, innovative pedagogical practices, and emerging issues in digital health within educational contexts. Actively engaged in teaching and curriculum development, she is committed to advancing English language education through technology-enhanced learning and fostering digital literacy that aligns with the demands of contemporary education.

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