Exploring South African Higher Education Academics’ Use of Generative AI Tools in Optimizing Self-Regulation in Writing for Publication
Keywords:
Academic writing; Generative AI tools; auto-ethnography; Open Distance e-Learning; higher education; academic self-regulatedAbstract
Since the launch of ChatGPT in November 2022, Artificial Intelligence (AI) tools have become increasingly embedded in higher education academic writing, providing support that ranges from grammar and stylistic refinement to advanced content analysis and automated feedback. Grounded in Self-Regulated Learning (SRL) and Sociocultural Theory, this study explores how AI tools influence higher education academics’ self-regulation when writing for publication. SRL refers to the processes through which individuals plan, monitor, and evaluate their learning strategies, and it is fundamental to digital literacy, academic autonomy, and scholarly success. As AI tools continue to expand across academic contexts, understanding their interaction with SRL processes has become increasingly important. This qualitative study employed an autoethnographic approach in which researchers integrated AI tools, namely ChatGPT, Perplexity, and Grøk, throughout the research process. Reflective questions guided the systematic recording and analysis of personal experiences, with particular attention to self-regulation, autonomy, agency, and ethical considerations. Thematic analysis revealed that AI tools improve linguistic quality, offer structured feedback, and enhance revision efficiency, but they also require sustained cognitive engagement and can create tensions between traditional academic writing identities and AI-assisted practices. The study concludes by emphasising that effective AI use depends on balancing technological affordances with self-efficacy, academic integrity.
https://doi.org/10.26803/ijlter.25.4.37
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