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This chapter investigates graduate students’ perspectives on using AI tools for academic writing through the lens of Literacy as Social Practice (LSP). Drawing on data from an EMI university in Kazakhstan, the study reveals the affordances and challenges of AI writing assistants like ChatGPT. Students highlighted AI’s role in improving language mechanics, fostering confidence, and supporting academic socialisation, including understanding institutional norms and scholarly conventions. However, challenges such as overcorrection, unreliability, and overreliance emphasised the need for critical engagement and ethical inquiry. While previous research has focused on AI’s technical benefits and ethical concerns, this study situates AI use within sociocultural and institutional contexts, demonstrating its transformative potential in shaping scholarly identities. These findings offer profound implications for university pedagogy, urging institutions to integrate AI writing tools thoughtfully into academic programmes, fostering critical reflection, and enabling meaningful engagement with evolving literacy practices.

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AI and the Emergence of New Academic Writing Literacies: Graduate Student Perspectives on its Affordances and Challenges

  • 章节

  • 发表日期：

    2025年

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  • Zhanel Zakirova,
  • Michelle Bedeker

摘要

This chapter investigates graduate students’ perspectives on using AI tools for academic writing through the lens of Literacy as Social Practice (LSP). Drawing on data from an EMI university in Kazakhstan, the study reveals the affordances and challenges of AI writing assistants like ChatGPT. Students highlighted AI’s role in improving language mechanics, fostering confidence, and supporting academic socialisation, including understanding institutional norms and scholarly conventions. However, challenges such as overcorrection, unreliability, and overreliance emphasised the need for critical engagement and ethical inquiry. While previous research has focused on AI’s technical benefits and ethical concerns, this study situates AI use within sociocultural and institutional contexts, demonstrating its transformative potential in shaping scholarly identities. These findings offer profound implications for university pedagogy, urging institutions to integrate AI writing tools thoughtfully into academic programmes, fostering critical reflection, and enabling meaningful engagement with evolving literacy practices.