AI LITERACY IN ACADEMIC WRITING: INSIGHTS FROM GENERATIVE AI WORKSHOP
DOI:
https://doi.org/10.55197/qjssh.v7i3.1123Keywords:
academic writing, generative AI, AI literacy, workshop evaluation, higher education, academic integrityAbstract
This mixed-methods study examines participant feedback from a pre-conference workshop (N = 18). The workshop was designed to enhance participants’ understanding of generative AI tools and their application in academic writing. Quantitative findings indicate overwhelmingly high satisfaction across key categories, including overall quality, relevance, facilitator knowledge, interactivity, and learning materials. These results suggest that the workshop effectively met participants’ expectations and learning needs. Qualitative analysis of open-ended responses provides deeper insights into participants’ experiences. Participants particularly valued the hands-on engagement with AI tools, the interactive and collaborative learning environment, and the facilitator’s expertise in guiding ethical and effective AI use. At the same time, several areas for improvement were identified, including the need for extended practice time, more structured and accessible materials, and more in-depth discussion on the limitations and ethical implications of generative AI tools. Overall, the findings highlight the potential of AI-integrated academic writing workshops to enhance writing competence, critical thinking, and ethical awareness. This study contributes to the growing discourse on AI literacy in higher education and offers practical implications for designing future AI-supported pedagogical interventions.
References
[1] Alharbi, W. (2023): AI in the foreign language classroom: A pedagogical overview of automated writing assistance tools. – Education Research International 15p.
[2] Aljuaid, H. (2024): The impact of artificial intelligence tools on academic writing instruction in higher education: A systematic review. – Arab World English Journal (AWEJ) Special Issue on ChatGPT 30p.
[3] Biagini, G. (2025): Towards an AI-Literate Future: A systematic literature review exploring education, ethics, and applications. – International Journal of Artificial Intelligence in Education 51p.
[4] Braun, V., Clarke, V. (2021): Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. – Counselling and Psychotherapy Research 21(1): 37-47.
[5] Bui, T.T.U., Tong, T.V.A. (2025): The impact of AI writing tools on academic integrity: unveiling english-majored students’ perceptions and practical solutions. – AsiaCALL Online Journal 16(1): 83-110.
[6] Creswell, J.W., Plano Clark, V.L. (2023): Revisiting mixed methods research designs twenty years later. – Handbook of Mixed Methods Research Designs 1(1): 21-36.
[7] Fetters, M.D., Molina-Azorin, J.F. (2021): Guidance on using mixed methods from diverse international organizations in the behavioral, social, fundamental, and health sciences. – Journal of Mixed Methods Research 15(4): 470-484.
[8] Kotsis, K.T. (2024): Artificial Intelligence Creates Plagiarism or Academic Research? – European Journal of Arts, Humanities and Social Sciences 1(6): 169-179.
[9] Narayanan, N. (2024): The era of generative AI: Transforming academic libraries, education, and research. – Empowering Minds: Collaborative Learning Platform for Teachers, Librarians and Researchers 11p.
[10] Santos, A.E.D. (2024): Generative artificial intelligence and its impact on writing. – Routledge 17p.
[11] Shah, P. (2023): AI and the Future of Education: Teaching in the Age of Artificial Intelligence. – John Wiley & Sons 2556p.
[12] Shen, X., Tao, Y. (2025): Metacognitive Strategies, AI-based Writing Self-efficacy and Writing Anxiety in AI-assisted Writing Contexts: A Structural Equation Modeling Analysis. – International Journal of TESOL Studies 7(1): 18p.
[13] Siewert, M.B. (2021): How Annotation for Transparent Inquiry Can Enhance Research Transparency in Qualitative Comparative Analysis. – PS: Political Science & Politics 54(3): 487-491.
[14] Tajik, A. (2025): Exploring the role of AI-driven dynamic writing platforms in improving EFL learners' writing skills and fostering their motivation. – Research Square 32p.
[15] Yim, I.H.Y., Wegerif, R. (2024): Teachers' perceptions, attitudes, and acceptance of artificial intelligence (AI) educational learning tools: An exploratory study on AI literacy for young students. – Future in Educational Research 2(4): 318-345.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 KUMUTHA RAMAN, HAIDA UMIERA HASHIM, JAKHONGIR GAFUROV, KASHIF IMAN
This work is licensed under a Creative Commons Attribution 4.0 International License.
