Abstract
Introduction/Background
This study compares the ethical perspectives of nursing and midwifery academics and English as an Additional Language (EAL) students on the use of AI-generated online language assistant tools (e.g. Google Translate, Grammarly) for writing university assignments. The study also explores differences in the perceptions of academics and students in relation to the challenges EAL students face when writing reflective assessments in nursing and midwifery. The project answers calls for gaining a clear understanding of all stakeholders’ views as a key step towards developing grounded university policies on the use of AI to assist academic writing (e.g. Paterson, 2022).
Methods
In semi-structured face-to-face and ZOOM-based interviews, 23 EAL nursing and midwifery students and 10 academics discussed the challenges students face when writing reflections and their ethical perspectives on the use of AI-generated online language assistant tools for academic writing. Using framework analysis, the researchers developed themes and codes to categorise and compare perspectives across the two groups of participants.
Results/Evaluation
Students’ voices varied greatly as to whether use of tools is ethical, results in loss of text ownership or negatively impacts on learning. Comparatively, academics seemed less concerned about academic integrity than students and deferred readily to higher-level university policies to guide their perspectives. Academics also tended to view use of online language assistance tools as having a positive impact on student learning, but at the same time, highlighted the danger of overreliance. While EAL nursing and midwifery students indicated that writing in English is a key challenge for assessment writing, academics focused on sociocultural aspects rather than language.
Discussion
The results indicate a need for further dialogue, training and clarification in terms of academic assessment expectations, approaches to assignment writing and the use of AI-generated language assistance technology by EAL students in health professions education.
References
Paterson, K. (2022). Machine translation in higher education: Perceptions, policy, and pedagogy. TESOL Journal, e690, 1-13. https://doi.org/10.1002/tesj.690
This study compares the ethical perspectives of nursing and midwifery academics and English as an Additional Language (EAL) students on the use of AI-generated online language assistant tools (e.g. Google Translate, Grammarly) for writing university assignments. The study also explores differences in the perceptions of academics and students in relation to the challenges EAL students face when writing reflective assessments in nursing and midwifery. The project answers calls for gaining a clear understanding of all stakeholders’ views as a key step towards developing grounded university policies on the use of AI to assist academic writing (e.g. Paterson, 2022).
Methods
In semi-structured face-to-face and ZOOM-based interviews, 23 EAL nursing and midwifery students and 10 academics discussed the challenges students face when writing reflections and their ethical perspectives on the use of AI-generated online language assistant tools for academic writing. Using framework analysis, the researchers developed themes and codes to categorise and compare perspectives across the two groups of participants.
Results/Evaluation
Students’ voices varied greatly as to whether use of tools is ethical, results in loss of text ownership or negatively impacts on learning. Comparatively, academics seemed less concerned about academic integrity than students and deferred readily to higher-level university policies to guide their perspectives. Academics also tended to view use of online language assistance tools as having a positive impact on student learning, but at the same time, highlighted the danger of overreliance. While EAL nursing and midwifery students indicated that writing in English is a key challenge for assessment writing, academics focused on sociocultural aspects rather than language.
Discussion
The results indicate a need for further dialogue, training and clarification in terms of academic assessment expectations, approaches to assignment writing and the use of AI-generated language assistance technology by EAL students in health professions education.
References
Paterson, K. (2022). Machine translation in higher education: Perceptions, policy, and pedagogy. TESOL Journal, e690, 1-13. https://doi.org/10.1002/tesj.690
| Original language | English |
|---|---|
| Pages | 222 |
| Number of pages | 1 |
| Publication status | Published - 3 Jul 2024 |
| Event | Australian & New Zealand Association for Health Professional Educators Conference 2024 - Adelaide Convention Centre, Adelaide, Australia Duration: 1 Jul 2024 → 4 Jul 2024 https://eventstudio.eventsair.com/anzahpe-2024/ https://eventstudio.eventsair.com/anzahpe-2024/abstract-book (Abstract Book) |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators Conference 2024 |
|---|---|
| Abbreviated title | ANZAHPE 2024 |
| Country/Territory | Australia |
| City | Adelaide |
| Period | 1/07/24 → 4/07/24 |
| Internet address |