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<p>This systematic study focuses on the application of GenAI tools by academic researchers in their paper writing by reviewing 30 peer-reviewed papers form extracted from Scopus and Web of Science (Dec 2022–Feb 2025). This paper categorizes major findings of the existed papers into five aspects: (1) Benefits of GenAI use in academic writing, which analyzes benefits of using GenAI in academic writing including improved writing quality, increased writing efficiency, and the cultivation of self-regulated learning processes; (2) Challenges of GenAI use in academic writing, which explores challenges brought by the application of GenAI in academic writing to researchers’ ability in critical and original thinking; (3) Ethical implications and concerns of GenAI about academic integrity, which discusses openness, authorship, and the quality of scientific communication associated with GenAI; (4) Human-AI collaboration and learning dynamics in academic writing, which explores the role that AI has played in improving students’ writing and how GenAI impacts students’ writing outcomes; (5) Policy and guidelines for GenAI use, which analyzes the necessity of related rules and policies. This paper emphasizes the urgency of GenAI application, calls for the development of policies and rules that can regulate a healthy and effective use of AI, identifies research gaps, and gives suggested topics for future research.</p>

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The use of generative AI tools in academic writing: a systematic review of research trends and thematic insights

  • 期刊论文

  • 发表日期：

    2025年9月15日

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  • Hui Li,
  • Xiaolan Wu

摘要

This systematic study focuses on the application of GenAI tools by academic researchers in their paper writing by reviewing 30 peer-reviewed papers form extracted from Scopus and Web of Science (Dec 2022–Feb 2025). This paper categorizes major findings of the existed papers into five aspects: (1) Benefits of GenAI use in academic writing, which analyzes benefits of using GenAI in academic writing including improved writing quality, increased writing efficiency, and the cultivation of self-regulated learning processes; (2) Challenges of GenAI use in academic writing, which explores challenges brought by the application of GenAI in academic writing to researchers’ ability in critical and original thinking; (3) Ethical implications and concerns of GenAI about academic integrity, which discusses openness, authorship, and the quality of scientific communication associated with GenAI; (4) Human-AI collaboration and learning dynamics in academic writing, which explores the role that AI has played in improving students’ writing and how GenAI impacts students’ writing outcomes; (5) Policy and guidelines for GenAI use, which analyzes the necessity of related rules and policies. This paper emphasizes the urgency of GenAI application, calls for the development of policies and rules that can regulate a healthy and effective use of AI, identifies research gaps, and gives suggested topics for future research.