Abstract
Advancements in technology have significantly transformed existing literacy practices. Students increasingly employ artificial intelligence (AI) assistants for academic writing, leading to noteworthy changes in their writing habits. Some students use AI for its various affordances for writing, which helps students identify their writing issues (Lin & Chang, 2020), correct errors (Dodigovic, 2007), and provide autonomy (Thi et al., 2022). Studies also indicate that Kazakhstani students might use AI to cope with academic writing challenges (Ablazimova, 2022; Batyrkhanova, 2020; Kuttubayeva, 2022). The existing literature on AI-based writing assistants has mainly focused on teachers’ opinions and students’ writing outcomes when using a particular type of AI software. However, there is still a scarcity of literature that analyzes writing with AI as a literacy event in which students develop new literacies and AI as a cultural tool that mediates literacy. Furthermore, the literature emphasizes the lack of studies focusing on the Kazakhstani context. Therefore, the present study will adopt a qualitative case study approach to describe how AI-based writing assistants shape new literacy practices in academic writing among graduate students at one Kazakhstani EMI university. The study will be based on the perspective of literacy as a social practice. Data will be collected from 10 graduate students using focus group interviews, a questionnaire, and an ABR tool ’significant circle.’ Thematic analysis will be used for data analysis. The findings might contribute to the body of literature on literacy as a social practice and facilitate our understanding of the new ways of defining literacy in the era of technology and AI.
Author Information
Zhanel Zakirova, Nazarbayev University, Kazakhstan
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