Assessment of stakeholders' perceptions on the adoption of artificial intelligence in academic writing

Babatunde Kasim Oladele; Mdutshekelwa  Ndlovu; Joshua Oluwatoyin Adeleke

doi:10.55056/etq.964

Authors

Babatunde Kasim Oladele University of Johannesburg https://orcid.org/0000-0002-2165-5298
Mdutshekelwa Ndlovu University of Johannesburg https://orcid.org/0000-0002-1187-0875
Joshua Oluwatoyin Adeleke University of Ibadan https://orcid.org/0000-0002-0145-0658

DOI:

https://doi.org/10.55056/etq.964

Keywords:

artificial intelligence, academic writing, adoption of AI tools, technology in writing

Abstract

While the development of artificial intelligence (AI) tools for academic writing continues to evolve alongside rapid technological advancement, ethical questions have arisen about their adoption. To try and answer these questions, the study reported in this article investigated the perceptions of some education stakeholders about the adoption of AI in academic writing, highlighting its practices, principles, and benefits. A mixed methods design was adopted. The study was anchored on Davis's technology acceptance model. Ten multiple-choice questions (r=0.73) and one open-ended question were administered to participants at the workshop on adopting AI. The participants were purposively sampled from members of an association. The collected data were analysed using descriptive and inferential statistics and thematic analysis. About 51.5% of the participants were male, and 48.5% were female. Participants' results revealed a mean score of 28.09, a median of 30, and a range of 5 to 50. Participants suggested incorporating artificial intelligence into academic writing due to its inherent benefits while adhering strictly to its usage principles.

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