Abstract
The introduction of artificial intelligence, ChatGPT, and other machine learning technologies has shaken up numerous industries across the globe. The World Economic Forum Future of Jobs Report 2023 predicts that due to a combination of macro trends and technology adoption, over the next five years jobs in the education industry are expected to grow at least by 10%. Many learners in higher education are integrating the use of AI when attending to their academic work, yet there is not much investigation exploring how they plan and perceive the use of AI whilst completing their academic tasks. Therefore, this chapter aims to (1) explore how learners' intention of using AI affects their language learning behavior and (2) uncover the factors that influence the learners' perceptions toward the usefulness of AI as an academic support. Grounded in the theory of planned behavior (TPB), students from two tertiary education institutions in Malaysia were asked to respond to a series of questions that explored their perspectives on utilizing AI-powered tools to aid their academic writing.
TopIntroduction
The Status Quo of AI in the Academia
AI-powered tools such as ChatGPT, Google Bard, Bing, QuillBot and Gradescope, to name a few, have gained global attention as the new fad in the education sector (Lim et al., 2023). Reiss (2021) had anticipated that AI was going to transform education, and those who would benefit the most were students with special and differentiated needs. In fact, Haleem et al. (2023) made a case that students could potentially utilize AI tools in their academic works without the teacher ever knowing, i.e. to check grammar or sentence structures. Simultaneously, as indicated in Figure 1, there has been press coverage that highlighted the potential issues that are linked to the emergence of AI in the education context.
Figure 1. Excerpts extracted from the websites of different newspaper related to the influence of AI on the instructors and learners.
Due to this, various universities worldwide have developed guides or policies related to students’ use of AI tools in academic works to delimit potential issues concerning academic integrity and assessment. Table 1 presents some noteworthy excerpts from three different university guidelines that can be found publicly online.
Table 1. Selected university guidelines on AI usage
| Topic/Source | The Chinese University of Hong Kong | Heriot Watt University United Kingdom | University of Western Australia |
| 1. Published online in | March 2023 | February 2023 | February 2023 |
| 2. Definition of AI tools and examples according to the institution | “… There are different types of AI tools, for instance generative AI tools (e.g., Chat GPT) which can be easily instructed using ordinary human language to generate various formats of texts. Some AI tools facilitate the creation of ‘original’ artwork (e.g. DALL·E 2), translated text (e.g. Google Translate), formulas (e.g. Sheet+), and computer code (e.g. OpenAI Codex), etc. applicable to a great variety of use.” | “… Artificial intelligence (AI) content creation tools cover a range of skills e.g., writing, art / design, computer coding. They create content based on questions that the user inputs to the tool. There is a wide range of AI content creation tools, you may have heard of some of them e.g., ChatGPT, OpenArt, Dalle-2, Hugging Face. You have probably already used some of these tools without even realising, e.g., Microsoft Editor.” | “… Artificial intelligence tools have been used to support learning at universities for many years. Spell-checkers, email spam filters, search engines, speech-to-text tools and recommendation systems all use AI algorithms to help us get things done at uni.
Recently some generative artificial intelligence tools, such as ChatGPT and Bing, have become prominent.” |
| 3. Reminder for students | “…AI is a double-edged sword; we should use but not abuse it, use it as research but not cheating tool, and most importantly, use AI to think with you, but not for you.” | “…Think carefully and critically about the risks, benefits and ethics before you make use of any technology, including AI content creation tools.” | “… UWA’s Academic Integrity Policy allows for the limited use of AI in research, study and assessment. The policy permits you to use AI as educational and study tools.” |
| 4. Regulations on the use of AI tools | “…Students are prohibited from using any AI tools in their assignments and assessments that count towards students’ final grade of the course, or for evaluating their attainment of the desired learning outcomes.”
“…In courses where students are allowed or expected to collaborate with or use AI tools, students may use these tools for in-class learning activities, exercises or assignments as long as they explicitly cite or acknowledge the use of these tools.” | “…If you were to use an AI content tool to draft / write your assessment, then the assessment would not be your own work. If you do use an AI tool in any way, ensure that you clearly identify any work in an assessment which is not your own work e.g. if you ask questions of an AI tool and use the answers, then this would not be wholly your own work and should be identified and referenced appropriately.” | “…these tools must not be used as a replacement of your critical thinking and analysis skills. AI tools may only be used in an assessment where it is explicitly permitted by your Unit Coordinator. Where it is permitted by your Unit Coordinator to use AI, you must always cite and reference your uses of it.” |
| 5. Possible repercussions of undeclared use of AI | “… Similar to other serious cases of academic dishonesty, penalties for improper/unauthorized use of AI tools in assignments/assessments may include reviewable/permanent demerit(s), failure grade
for the course concerned, suspension from the University.” | “… The Heriot-Watt Student Discipline Policy clearly states that submitting work which is not your own is academic misconduct and a form of cheating. Being found to have committed academic misconduct has potentially severe consequences for your studies and future employment.” | “…Improper use of AI-generated material in assignments for assessment is grounds for academic misconduct. Remember, there is no time limit on when an occurrence of academic misconduct can be detected.
This means that even if improper use of AI is not detected at the time of submission, it can be in the future, and misconduct penalties can be applied retrospectively, including after you graduate.” |
Generally, these tertiary learning institutions have acknowledged that the usage of AI tools among students for academic-related tasks cannot be monitored or regulated fully at any given point. Based on the definitions of AI given in the guidelines, universities also accept the existence of various AI-powered tools that serve different purposes and highlight the multifaceted nature of AI support in academia. Interestingly, the use of tools like Microsoft Editor suggests that some students may have already unknowingly utilized AI-powered features, highlighting the seamless integration of AI into academic workflows.
The increased media discourse regarding the ethics related to using AI to produce written products by students has indirectly coerce universities to alert as well as remind students about the ethical, critical, and balanced use of AI in academia. The idea of AI as a “double-edged sword” is introduced, emphasizing that AI should be used judiciously and responsibly. Students are advised to use AI as an aid in their academic pursuits, helping them with problem-solving tasks, but not as a substitute for their own intellectual efforts. Many institutions of higher learning began to come to terms on the importance of promoting a balanced approach to AI usage in education.
While threats of disciplinary action may be apparent in the guidelines, it is still unclear to many as to what extent are students willing to take the risk in getting some extra support for their assignments or tests. It is an interesting premise worth exploring; that is to look at how students make sense of the disruptive technology of AI in education while still adhering to rules, policies and guidelines set by their respective higher learning institutions.
Key Terms in this Chapter
Plagiarism: Plagiarism is the act of using someone else's ideas, words, or work without proper acknowledgment or attribution, presenting them as one's own (Khan, 2016). In this chapter, this term is referred to students’ actions of copying or closely imitating content from AI-powered sources.
Academic Integrity: Academic integrity refers to the ethical foundation of honesty, responsibility, and trustworthiness in scholarly pursuits ( Lim et al., 2023 ). In this chapter, this term is referred to the values of originality, proper citation, and the avoidance of plagiarism or cheating in classroom activities and assignments.
Attitude: Attitude in this chapter refers to the disposition, mindset, and emotional stance a student holds towards their learning process, encompassing their beliefs, motivations, perseverance, and receptiveness towards existing and new knowledge (Gu & Wu, 2019).
Behavior: Behavior refers to the actions, conduct, and responses exhibited by an individual or a group in various situations (Boguszewicz-Kreft et al., 2020). In this chapter, this term encompasses how students engage, participate, and react within the learning environment.
Machine Learning: In the context of language education, machine learning refers to the application of artificial intelligence techniques and algorithms to enhance language learning experiences (Godwin-Jones, 2022). This chapter briefly visits the development of systems that optimize and customize the language learning process for students.
Perception: Perception encompasses the way students receive, process, and understand knowledge, influenced by their prior experiences, beliefs, attitudes, and cognitive abilities (Chai et al., 2023). In this chapter, this term refers to how students engage with AI-powered tools to construct their understanding of academic content.
21st Century Education: 21st-century education is an adaptive, technology-driven approach (Turiman et al., 2012). In this chapter, this term mainly refers to the adoption of digital literacy into English language-based courses that prepares students for an ever-evolving global landscape.
Language Education: Language education involves the structured teaching and learning of a language, encompassing its grammar, vocabulary, pronunciation, and cultural context (Kazakov, 2021). In this chapter, language education specifically refers to language courses that are taught in English, focusing on reading, writing, listening, speaking skills and grammar acquisition.
Artificial Intelligence (AI): Artificial intelligence in education refers to the utilization of technology and algorithms to enhance and personalize learning experiences ( Haleem et al., 2023 ). In this chapter, AI is explored from the angles of content creation, student assessment, and personalized tutoring.