Understanding Students’ Perspectives on Using Generative Artificial Intelligence in Academic Writing: A Q-method Study

• In Event: Equity, Diversity, and Access in Learning

Abstract

This study explores the integration of generative AI in academic writing instruction for 26 master’s degree candidates in education at a Hong Kong university. Using Q-methodology, it identifies three user types: cautious optimists, technical traditionalists, and utilitarian/practical AI adopters, based on their attitudes, motivations, abilities, and AI usage. In-depth interviews further illuminate the reasons behind each group’s classification. Tailored recommendations are provided for educators and researchers to enhance academic writing experiences through AI integration. Additionally, a new theoretical framework is proposed to expand current educational technology-integration theories.

Authors

• Chin-Hsi Lin, University of Hong Kong

• Keyi Zhou, University of Hong Kong

• Lanfang Sun, University of Hong Kong

• Lanqing Li, The Chinese University of Hong Kong

• Jingjing Qin, University of Hong Kong

• Chun Lai, The University of Hong Kong