AI and Academic Discourse: Students’ Linguistic Perceptions of AI-Assisted Academic Writing in Higher Education
DOI:
https://doi.org/10.31849/fh5z5858Keywords:
Artificial intelligence, Thesis writing, Critical thinking skills, Higher education, Academic discourseAbstract
Artificial intelligence is rapidly transforming academic writing practices in higher education, reshaping how students generate ideas, construct arguments, and refine academic discourse. Despite the increasing adoption of AI tools in educational environments, limited research has explored how students themselves interpret the linguistic role of artificial intelligence in shaping their academic writing processes. Addressing this gap, the present qualitative study investigates students’ linguistic perceptions of AI assisted academic writing and examines how these perceptions influence writing behavior in higher education contexts. Data were collected from thirteen university students using preliminary observation, open ended online questionnaires, and in depth semi structured interviews to capture participants’ experiences with AI tools during the completion of academic assignments. The data were analyzed through thematic qualitative analysis, incorporating triangulation across multiple data sources to ensure credibility and depth of interpretation. The findings reveal that students predominantly perceive artificial intelligence as a linguistic support system that assists in idea generation, vocabulary expansion, grammatical accuracy, discourse organization, and revision of academic texts. AI also functions as a verification mechanism that strengthens students’ confidence in the clarity and correctness of their writing. However, the results simultaneously reveal a dual dynamic in which the efficiency and convenience of AI technologies may encourage greater reliance on automated assistance and reduce engagement in deeper analytical reasoning during the writing process. The originality of this study lies in its focus on students’ linguistic perceptions of AI mediated academic writing rather than technological performance or learning outcomes. The findings contribute to current discussions on AI mediated academic literacy and provide important implications for English language teaching by highlighting the need for balanced pedagogical strategies that integrate AI as a supportive learning resource while preserving students’ critical thinking, academic integrity, and intellectual autonomy in contemporary digital learning environments.
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