Published Content
The Role of ChatGPT in Navigating Writing Challenges: Evidence from a First-Year Archival Research Assignment
Quang C. Ly
This qualitative study investigates how frequently students rely on AI tools to support a group archival writing project. Reflective essays from 27 undergraduate students reveal both when and how they use ChatGPT throughout the writing process. The findings show that students most often turn to ChatGPT during the early stages—such as brainstorming and outlining—and rely on it less as they move toward finalizing their drafts. Many participants described using ChatGPT to overcome writer’s block, particularly when initiating research papers. These insights support the argument for thoughtfully integrating AI into writing classrooms not only to assist students in navigating the writing process but also to help them understand the value of AI as a learning tool and the importance of using it appropriately and responsibly in academic contexts.
Artificial Intelligence in a Writing Intensive Lifespan Development Course: Rates and Functions of Student Usage
Ashlie Lester and Wenting Sun
Artificial intelligence (AI) has transformed usual processes of higher education, including teaching with writing. Grounded in sociocultural theory, this study considers the role of generative AI (GenAI) within students’ zone of proximal development, where learning is supported through scaffolding that bridges what students can do independently and what they can achieve with guidance. Students (n = 114) enrolled in a writing intensive, lifespan development course in Fall 2024 completed eight writing assignments and disclosed any GenAI use; specifically, they could submit no more than a paragraph of their writing to a GenAI tool to solicit feedback that could be applied throughout the papers. Required AI disclosure statements revealed infrequent GenAI use, with only 22 unique users of GenAI for less than 8% of the assignments. Thematic analysis of the disclosure statements revealed three themes of use: writing mechanics, higher-order writing concerns, and content understanding. Despite students reporting that GenAI feedback was helpful, the impact on writing scores and final grades were mixed. Findings highlight the complex role of GenAI as a potential scaffolding learning assistant and suggest implications for instructors seeking to strategically incorporate GenAI into teaching with writing.