Presentationen genomförs på engelska, med möjlighet till frågor och samtal på svenska.
Academic writing in English is a challenge for postgraduate students in all disciplines, especially given the pressure of scientific publishing. The process of writing and learning how to write in English in this context can be a tough journey especially if limited or no feedback is received. To address this gap, artificial intelligence technology has been instrumental to support writing in English, although the frameworks for effective and ethical integration of these tools into feedback practices is still a work in progress. To address this challenge, a European Union consortium of universities has developed open educational resources (OERs) that utilise AI tools for academic writing in order to assist students dealing with challenges of academic writing in English. One of the OERs developed for this EU project is an instructional video that assists PhD students to get feedback on the introduction sections of their text from an AI tool. In this presentation, I will present preliminary empirical findings based on postgraduate students’ collaborative use of this instructional video to receive feedback on their texts in English. I will first report qualitative findings based on the students’ written reflections on the affordances of this tool. Using multimodal conversation analysis, I will then document the ways the students interact with the AI tool and with each other. I will specifically focus on assessment sequences in which the participants produce collaborative assessments of the feedback they receive to implement, reject, or adapt AI-generated feedback. Implications for collaborative, pedagogical, critical, and ethical use of AI tools for editing academic texts will be given.
