Artificial Intelligence in Academic Writing: A Literature Review
DOI:
https://doi.org/10.53797/aspen.v4i2.6.2024Keywords:
Artificial intelligence, academic writing, literature reviewAbstract
Artificial intelligence (AI) has emerged as a transformative technology in education. This review focused on the intersection of AI tools and academic writing, addressing challenges such as plagiarism, language barriers, and feedback processes. The problem statement revolved around the increasing integration of AI in academic contexts, which offered opportunities for improved student learning but raised concerns over ethical issues such as plagiarism and over-dependence on AI-generated content. The purpose of this review was to critically review highly cited studies on the use of AI in academic writing, identifying AI tools and key findings. Research questions guiding this review included: 1) Which highly cited studies related to AI and academic writing, published since 2020, were identified as relevant? 2) Which AI had been utilised for academic writing? and 3) What findings had been reported in these previous studies? Methodologically, the review employed keyword searches in Google and Scopus databases to identify highly cited, open-access articles published since 2020. This resulted in the selection of 11 studies that spanned various AI tools in academic writing. Findings indicated that ChatGPT was the most frequently used AI tool, employed for tasks such as academic text generation, plagiarism detection, and language learning support. The review also highlighted ethical concerns, particularly regarding plagiarism, content accuracy, and the risk of over-reliance on AI. The implications were both theoretical and practical. Theoretically, this review demonstrated AI’s expanding influence in educational theory, especially in scaffolding learning for non-native English speakers. Practically, AI tools offered personalised feedback and enhance writing outcomes, though educators must implement these tools responsibly to prevent over-reliance. In conclusion, while AI tools showed great promise in improving academic writing, future research should address ethical concerns, enhance the accuracy of AI-generated content, and develop frameworks that balance AI assistance with the promotion of critical thinking skills.
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