#academic writing

academic writing

3 篇論文

A university student and writing tutor discuss two source-focused question cards, a highlighted laptop passage and annotated essay notes in a library carrel.

期刊論文2025

Direct questions to a source-grounded AI helped essay revision, while lasting learning remained untested

Yixin Cheng, Yizhou Fan, Xinyu Li, Guanliang Chen, Dragan Gašević, Zachari Swiecki

Computers and Education: Artificial Intelligence

A study of 59 university students compared essay revision supported by GPT-4 with revision supported by an online human tutor. AI users asked more direct, knowledge-oriented questions and achieved better revised-essay scores. Network analysis linked questioning patterns to that difference, whereas simpler frequency-based models did not show the same mediation. The study measured performance while assistance was available, leaving independent learning and lasting transfer unresolved.

help seekingepistemic network analysisacademic writing

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Two graduate learners discuss a marked-up paragraph beside a desktop writing editor and a notebook containing planning and claim-evidence notes.

期刊論文2025

期刊論文 124

Higher self-reported AI literacy accompanied stronger assisted essays and different interaction patterns

Jinhee Kim, Sang-Soog Lee, Rita Detrick, Jialin Wang, Na Li

Journal of Computing in Higher Education

Researchers observed 36 graduate students writing with a GPT-4 system, combining think-aloud recordings, interaction traces, expert essay ratings, and epistemic network analysis. Students with higher self-reported AI literacy produced stronger assisted essays and showed different patterns of collaboration with the system. The association does not demonstrate that AI literacy training caused better writing, because underlying academic skills and other learner differences were not experimentally separated.

academic writingAI literacyepistemic network analysis

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A writing tutor discusses two annotated drafts with a graduate student beside a laptop, with a sunlit Hong Kong waterfront visible through the window.

期刊論文2025

期刊論文 120

AI writing feedback improved revised drafts, while adding teacher feedback did not yield a clear overall advantage

Linqian Ding, Di Zou, Lucas Kohnke

Education and Information Technologies

A study of 77 graduate students in Hong Kong compared ChatGPT feedback with teacher-refined ChatGPT feedback on a literature-review assignment. Both groups improved their revised drafts. The combined approach produced a significant grammar advantage, but no significant overall improvement advantage between groups. Because the study assessed one assignment without an unaided transfer test, the findings concern revision quality rather than established long-term writing development.

academic writingfeedbackHong Kong

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