A Review on Conversational AI as a Tool in Academic Writing

Abstract

The development of academic proficiency constitutes a pivotal component of higher education. Students from diverse disciplines consistently demonstrate a marked need for inductive reasoning and support services to assist them in their scientific research approaches. As the number of undergraduates continues to increase and their backgrounds become more diverse, students are receiving less personalized guidance and supervision during their academic writing. For academics and graduate students, whose primary responsibilities encompass research and academic writing, the emergence of large language models (LLMs) in conjunction with user-friendly interfaces such as Chat Generative Pre-Trained Transformer (ChatGPT), Bing Chat, Google's Bard, and Deepseek poses a substantial challenge as well as a priceless opportunity in terms of content generation. These technologies and their implementations are already exerting a significant influence across diverse sectors pertaining to the development, administration, and utilization of information systems. This literature review explores the evolving landscape, with a specific focus on its consequences for academic writing. The aim is to analyse this changing landscape to illuminate its impact on researchers, practitioners, and other stakeholders in academia and to provide insights and advance scholarly inquiry in this still developing, captivating, and rapidly growing domain with respect to academic writing practices.

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