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The Role of Generative AI in Writing Doctoral Dissertation: Perceived Opportunities, Challenges, and Facilitating Strategies to Promote Human Agency

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Title: The Role of Generative AI in Writing Doctoral Dissertation: Perceived Opportunities, Challenges, and Facilitating Strategies to Promote Human Agency
Language: English
Authors: Muhammad Shaban Rafi (ORCID 0000-0002-2584-8775), Iram Amjad (ORCID 0000-0002-5088-2414)
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Value Judgment, Doctoral Dissertations, Writing (Composition), Doctoral Students, Technology Uses in Education, Educational Technology, Foreign Countries, Supervisors, Attitudes, Barriers, Affordances
Geographic Terms: Pakistan
DOI: 10.1007/s44217-025-00503-9
ISSN: 2731-5525
Abstract: The arrival of Generative Artificial Intelligence (henceforth GenAI) has prompted the academic world to debate its benefits and risks for academic writing in ESL and EFL contexts. This study aims to explore the perceived usefulness and use of GenAI-assisted dissertation writing to engage in nuanced reasoning. Using non-probability sampling technique, we gathered qualitative data through a survey and test from 86 doctoral scholars and seven thesis supervisors in the social and human sciences disciplines. We conceptualized Technology Acceptance Model to promote human agency throughout the different stages of dissertation writing. The participants perceived that GenAI is helpful for improving writing mechanics, providing efficient feedback, augmenting thinking process, establishing argument structure, and facilitating data analysis. They acknowledged that the emergence of these opportunities also presented new challenges that clouded their reasoning abilities. Considerable data suggested that the participants of this study were influenced by technological singularity syndrome, believing GenAI could outperform them in academic writing. The study emphasizes the need for significant institutional investments in AI-integrated writing platforms to open, widen, and deepen discussion on dissertation writing -- a strategy to strike a balance between GenAI and human interactions.
Abstractor: As Provided
Notes: https://doi.org/10.6084/m9.figshare.28099514
Entry Date: 2025
Accession Number: EJ1473650
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Muhammad+Shaban+Rafi%22">Muhammad Shaban Rafi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2584-8775">0000-0002-2584-8775</externalLink>)<br /><searchLink fieldCode="AR" term="%22Iram+Amjad%22">Iram Amjad</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5088-2414">0000-0002-5088-2414</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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– Name: Abstract
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  Data: The arrival of Generative Artificial Intelligence (henceforth GenAI) has prompted the academic world to debate its benefits and risks for academic writing in ESL and EFL contexts. This study aims to explore the perceived usefulness and use of GenAI-assisted dissertation writing to engage in nuanced reasoning. Using non-probability sampling technique, we gathered qualitative data through a survey and test from 86 doctoral scholars and seven thesis supervisors in the social and human sciences disciplines. We conceptualized Technology Acceptance Model to promote human agency throughout the different stages of dissertation writing. The participants perceived that GenAI is helpful for improving writing mechanics, providing efficient feedback, augmenting thinking process, establishing argument structure, and facilitating data analysis. They acknowledged that the emergence of these opportunities also presented new challenges that clouded their reasoning abilities. Considerable data suggested that the participants of this study were influenced by technological singularity syndrome, believing GenAI could outperform them in academic writing. The study emphasizes the need for significant institutional investments in AI-integrated writing platforms to open, widen, and deepen discussion on dissertation writing -- a strategy to strike a balance between GenAI and human interactions.
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