The Ai Degree: Exploring The Drivers Of Ai Tool Use In The Master’s Dissertation Writing Of Efl Graduates
Keywords:
Artificial Intelligence, ethicality, impulsive use, motives, regulationsAbstract
This paper explores the motivations substantiating the impulsive use of Artificial-Intelligence-powered systems in the writing of the master’s dissertations of a group of former EFL students within a specific educational setting in Algeria. Through a relatively small-scale qualitative research design that employed semi-structured interviews, data were collected and thematically analysed to delve into the participants’ experiences and viewpoints vis-a-vis their reasons for use, perspectives around the role of Artificial Intelligence (AI) tools in their educational trajectories, and perceptions of ethical considerations encircling such unsupervised usage. Considering these aims, the paper’s contributions are threefold; findings reveal an intricate interplay of motives that predominantly include time, the reported absence of guidance, linguistic barriers, and inexperience with dissertation writing. The results also manifest in a blurred sense of ethicality, particularly since generative AI use is continuously juxtaposed with plagiarism. Lastly, evidence attests to a major digital discrepancy that highlights issues related to access to educational training and instructional material. The paper further raises questions about the future of higher education learning and provides suggestions about rigid regulations and training opportunities apropos AI usage for students.
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