Graduate students and AI: Insights into academic writing practices

Abstract

This study aims to examine graduate students’ perceptions of artificial intelligence–based tools, their practices in using these tools during academic writing processes, and their ethical evaluations related to such use. The research was conducted using qualitative research design. Data was collected through semi-structured interviews with 11 graduate students, and content analysis was employed to analyze the data. The analysis yielded four main themes covering the purposes of AI tool usage, their contributions to academic achievement and learning experience, limitations encountered during use, and ethical considerations. The findings show that students use AI tools intensively, particularly in processes such as literature review, writing and language development, idea generation, and structural framework creation. It was also determined that AI saves time, increases academic productivity, and supports the learning process. However, loss of originality, verifiability issues, content errors, and ethical sensitivities were expressed by students as significant limitations. Participants stated that these tools help them save time, contribute to idea generation, and support written expression. However, some participants emphasized the importance of using AI tools cautiously in terms of originality, accuracy, and ethical considerations. They expressed concerns that relying entirely on these systems for content generation may lead to uncertainty or ambiguity. Overall participants perceive AI tools as supportive instruments and emphasize that they should be used carefully and responsibly.

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