Abstract
Doctoral students, particularly those for whom English is not their first language, face challenges in academic writing, which is troubling given the importance of thesis completion for graduation. In recent years, the use of artificial intelligence (AI) in academia has become increasingly prevalent, providing significant support in research and writing tasks. However, debates persist regarding the extent to which AI should assist students in their thesis writing endeavours. From the perspective of second language socialisation theory, this study explores the perceptions and experiences of non-native English-speaking (L2) doctoral students regarding AI integration in academic writing. Focus group interviews with seven doctoral students in New Zealand and Malaysia revealed challenges faced by these students in relation to their English language proficiency, organisation, comparative analysis, critical thinking, writing, and reading comprehension. To overcome these hurdles, participants in this study have indicated that they utilise AI tools for proofreading, initiating writing, idea generation, and reading research papers. While AI aids in overcoming writing difficulties, overreliance on such tools may not enhance academic writing skills. This study provides insights into the role of AI in academic writing and the ethical considerations surrounding its use in supporting L2 doctoral students' academic journeys.
Disclaimer: This paper is part of a more comprehensive article that has been submitted for publication.