Pakistani students’ perceptions about knowledge of AI

Pakistani students’ perceptions about knowledge, use and impact of 

artificial intelligence (AI) 

on academic writing: a case study

Abstract：

Integrating artificial intelligence (AI) in language pedagogy can help learn and develop many skills. In this context, this study explores Pakistani students\’ perceptions and trends regarding the knowledge, use, and impact of AI on their academic writing. The data was collected using a quantitative method, using a questionnaire through cluster sampling of four faculties and random sampling of 229 students from Bahuddin Zakariya University, Multan, Pakistan. Data is subjected to frequency analysis, Kruskal–Wallis hypothesis test, and chi-square association test using SPSS. The findings reveal that most students agree regarding the knowledge, use, and impact of AI on their academic writing. For the Kruskal–Wallis test, significant variations are seen in semesters and age groups for all three variables; however, only the knowledge variable shows significant variation across faculties. Moreover, chi-square test results indicate an association among components of knowledge, use, and impact of AI. The research suggests that academia should introduce AI as a pedagogical tool to improve students\’ comprehension, productivity, and writing quality. Furthermore, trends indicate that comprehensive policy formulation should be implemented to equip students of all faculties, semesters, and age groups to use technology equally.

Keywords：

Artifcial intelligence, Academic writing, Higher education, Language pedagogy, BZU, Technology

原文链接：https://link.springer.com/article/10.1007/s40692-024-00338-7