The article argues that weaknesses should not be treated as isolated language errors but as indicators of preparedness for responsible human-AI academic writing, and is a text-centred framework that connects academic literacies, language-communicative culture, and AI-use transparency in teacher education.
Abstract
Generative artificial intelligence has turned academic writing into a hybrid communicative process in which human authors interact with language models, automated editing systems and digital source environments. For teacher education, this shift is not only a question of academic misconduct; it is a question of language-communicative culture, authorship, source accountability and professional responsibility. The article examines how Ukrainian student academic texts reveal linguistic, compositional, terminological and integrity-related risk zones that become especially significant in AI-mediated academic writing. The empirical material consists of 26 anonymised student texts: 12 course papers, 8 master’s theses and 6 research articles. The study applies qualitative content analysis with descriptive quantification across four textual categories: lexico-stylistic normativity, logical-compositional cohesion, citation and source use, and terminological control. The findings show that only 19% of texts demonstrated a high level of language-communicative culture, while 54% were sufficient and 27% were low. Lexical and stylistic violations were identified in 65% of texts, citation and source-use problems in 38%, cohesion problems in 35%, and terminological imprecision in 19%. The article argues that these weaknesses should not be treated as isolated language errors but as indicators of preparedness for responsible human-AI academic writing. The study’s contribution is a text-centred framework that connects academic literacies, language-communicative culture, and AI-use transparency in teacher education.
This ex post facto study examines how AI has transformed textual quality in education research, and indicates a discursive shift: AI enhances accessibility and fluency but may compromise rigour and authorial distinctiveness.
How generative text reshapes the understanding of creative activity and academic ethics in educational and research contexts is analyzed to highlight the need to reconceptualise academic integrity as a reflective process-oriented practice and to develop educational frameworks that promote ethical literacy, transparency, and responsible authorship.
Giedrė Paurienė· Mokslo taikomieji tyrimai /...· 0 citations
It is revealed that GenAI texts underrepresent the subtle interpersonal cues that give writing its persuasive, dialogic, and ethical texture, though they excel in both grammatical accuracy, and lexical variety.
Dr. Daniel Tchorkpa Yokossi, Dr. Servais Dieu-Donne Yedia Dadjo, Dr. Cocou Andre DATONDJI· International Journal of Adv...· 0 citations
This study proposes an empirical investigation into Indian teachers’ perspectives on using English language and English literary texts as a pedagogical medium for introducing and teaching Artificial Intelligence (AI) at the tertiary level. The study is conceptually grounded in the contemporary debate on English as a Medium of Instruction (EMI), but extends that debate from general academic content to AI-related instruction. The starting point is the documented Indian classroom reality that English may be officially preferred while teachers and learners continue to rely on mother tongues, translation and code-switching because of differences in language proficiency, confidence and institutional support. The present study argues that English language can provide the communicative and terminological foundation for AI literacy, while literature can provide narratives, ethical dilemmas, cultural perspectives, interpretation, critical reading and humanistic reflection through which AI can be understood beyond its technical dimensions. A quantitative, cross-sectional survey design is proposed, using a structured questionnaire for teachers from urban, semi-urban and rural higher-education institutions and across disciplinary backgrounds. The instrument is organized around five constructs: perceived linguistic accessibility, literary-pedagogical usefulness, AI teaching readiness, ethical and critical AI awareness, and institutional support. The paper develops research questions, hypotheses, a sampling strategy, an instrument, an analytical framework and a proposed model for interpreting findings. Importantly, no empirical findings are fabricated in this draft; numerical results should be inserted only after actual data collection and statistical analysis. The study is expected to contribute to discussions on English-medium instruction, AI literacy, human-centred pedagogy and the role of English studies in contemporary Indian higher education.
Dharmeet Singh· International Journal For Mu...· 0 citations
Artificial intelligence tools are increasingly integrated into second language writing (L2) classrooms, offering immediate feedback and scaffolding. While their potential to enhance accuracy and fluency is widely acknowledged, concerns remain about how AI mediation affects learners’ voice and identity. This study investigates whether first-year university students perceive a loss of authenticity in their writing when assisted by AI. A mixed-methods explanatory convergent design was employed with twenty first-year Algerian university students enrolled in English writing courses at the Affiliate of Teacher Education College-Tebessa. A structured questionnaire was used to focus on perceptions of voice, identity, and ownership in AI-assisted texts. Quantitative data were analyzed using descriptive statistics, while qualitative responses were coded thematically to capture nuanced reflections on authenticity and cultural expression. Findings indicate that students value AI for reducing anxiety and improving grammatical accuracy, yet many express ambivalence about authorship and personal voice. Patterns suggest selective acceptance of AI feedback, with students often re-editing outputs to reintroduce their preferred style. The study highlights the dual role of AI as both an enabler and a potential suppressor of identity in L2 writing. These findings underscore the need for pedagogical strategies that encourage critical engagement with AI suggestions.
Manel Mizab· International Journal of Cur...· 0 citations