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Redesigning Academic Writing Assignments in the Age of AI-Generated Content
Abstract
This chapter aims to explore different ways of designing academic writing assignments in the face of artificial intelligence and provide strategies for managing academic dishonesty and AI-generated content. Before AI, plagiarism was the most common problem in academic writing. Emerging trends in AI and machine learning have transformed the writing process completely. Students focus on the end product and lack motivation to develop their academic writing skills. Therefore, teachers have to rethink and redesign students' writing tasks to overcome the challenges of academic writing. This involves incorporating AI-powered tools in academic writing courses, both in the classroom and for self-study purposes. A study was conducted with 60 second-year university students as part of the Academic writing course. The theoretical background of the study is the framework of Vygotsky and neo-Vygotskyan research on scaffolding, with particular emphasis on increasing students' awareness of writing conventions and exploring ways of helping students retain them in their academic discourse. The writing assignments of the students were compared and analyzed using digital tools such as Plagiarism Checker, Turnitin, ChatGPT, and the Smodin AI-Content Detector Remover, in order to check students' writing for plagiarism and to detect possible AI-generated content. The results show that students tend to plagiarize texts rather than use free AI chatbots. Consequently, students fail to develop their academic writing skills as well as their critical thinking skills. Regarding the use of AI tools, they could be implemented in academic writing classes with teachers acting as monitors and facilitators. AI tools can enhance students' skills to paraphrase, summarize, proofread, and use appropriate citation styles. Pedagogical implications include finding effective strategies for developing students' academic writing, research, and critical thinking skills and focusing on the writing process rather than the final product. This involves writing in the classroom, assigning short writing tasks, and doing more peer review. Furthermore, teachers should raise students' awareness of the tools for detecting plagiarism and AI-generated content. With the advent of revolutionary AI technologies, teachers should explore other ways of developing students' writing skills and collaborate in interdisciplinary projects on creating advanced software for detecting plagiarism and the use of AI tools.
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