Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students

Autores:: Sala-Bubaré, Anna
Corcelles Seuba, Mariona
Miralda Banda, Andrea
Garcia Morante, Marina

Tipo de recurso:: Article of journal

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

id	REPOUPTC2_2f54d12d9d7e0a9d2cd79d6f5c71af77
oai_identifier_str	oai:repositorio.uptc.edu.co:001/21379
network_acronym_str	REPOUPTC2
network_name_str	RiUPTC: Repositorio Institucional UPTC
repository_id_str
dc.title.spa.fl_str_mv	Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students
title	Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students
spellingShingle	Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students Artificial intelligence Writing Literacy Masters degrees Teaching method innovations Persuasion Inteligencia artificial Escritura Alfabetización Maestrías Innovaciones en métodos de enseñanza Persuasión Inteligência artificial Escrita Letramento Pós-graduação Inovações em métodos de ensino Argumentação
title_short	Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students
title_full	Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students
title_fullStr	Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students
title_full_unstemmed	Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students
title_sort	Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students
dc.creator.fl_str_mv	Sala-Bubaré, Anna Corcelles Seuba, Mariona Miralda Banda, Andrea Garcia Morante, Marina
dc.contributor.author.spa.fl_str_mv	Sala-Bubaré, Anna Corcelles Seuba, Mariona Miralda Banda, Andrea Garcia Morante, Marina
dc.subject.none.fl_str_mv	Artificial intelligence Writing Literacy Masters degrees Teaching method innovations Persuasion Inteligencia artificial Escritura Alfabetización Maestrías Innovaciones en métodos de enseñanza Persuasión Inteligência artificial Escrita Letramento Pós-graduação Inovações em métodos de ensino Argumentação
topic	Artificial intelligence Writing Literacy Masters degrees Teaching method innovations Persuasion Inteligencia artificial Escritura Alfabetización Maestrías Innovaciones en métodos de enseñanza Persuasión Inteligência artificial Escrita Letramento Pós-graduação Inovações em métodos de ensino Argumentação
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-03-04 00:00:00 2026-04-16T17:41:36Z
dc.date.available.none.fl_str_mv	2025-03-04 00:00:00
dc.date.issued.none.fl_str_mv	2025-03-04
dc.type.spa.fl_str_mv	Artículo de revista
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_6501
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/article
dc.type.local.eng.fl_str_mv	Journal article
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/publishedVersion
dc.type.content.none.fl_str_mv	Text
dc.type.coarversion.none.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
format	http://purl.org/coar/resource_type/c_6501
status_str	publishedVersion
dc.identifier.issn.none.fl_str_mv	2216-0159
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/21379
dc.identifier.doi.none.fl_str_mv	10.19053/uptc.22160159.v16.n47.2025.18971
dc.identifier.eissn.none.fl_str_mv	2462-8603
dc.identifier.url.none.fl_str_mv	https://doi.org/10.19053/uptc.22160159.v16.n47.2025.18971
identifier_str_mv	2216-0159 10.19053/uptc.22160159.v16.n47.2025.18971 2462-8603
url	https://repositorio.uptc.edu.co/handle/001/21379 https://doi.org/10.19053/uptc.22160159.v16.n47.2025.18971
dc.language.iso.none.fl_str_mv
language_invalid_str_mv
dc.relation.references.none.fl_str_mv	Alshammri, A. (2024). ChatGPT in English writing: Experiences and perceptions of Saudi EFL students. Revista Amazonia Investiga, 13(78), 47–57. https://doi.org/10.34069/AI/2024.78.06.4 Avello-Martinez, R., Gajderowicz, T., & Gomez-Rodriguez, V. G. (2024). Is ChatGPT helpful for graduate students in acquiring knowledge about digital storytelling and reducing their cognitive load? An experiment. RED-REVISTA DE EDUCACION A DISTANCIA, 24(78). https://doi.org/10.6018/red.604621 Bakhtin, M. (1981). Discourse in the novel. In M. Holquist (ed.), The Dialogic Imagination. Four Essays by M. Bakhtin (trans. C. Emerson and M. Holquist). University Texas Press. Bazerman, C. (2003). Speech acts, genres, and activity systems: How texts organize activity and people. In C. Bazerman & P. Prior (Eds.), What writing does and how it does it: An introduction to analyzing texts and textual practices (pp. 309–339). Erlbaum. Bazerman, C. (2009). Genre and cognitive development: Beyond writing to learn. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.). Genre in a changing world (pp. 279–294). The WAC Clearinghouse and Parlor Press. Available at http://wac.colostate.edu/books/genre/ Bazerman, C. (2023). Reproduction, Critique, Expression, and Cooperation: The writer’s dance in an intertextual world. Revista de Educación a Distancia (RED), 23(75). Bouzar, A., El Idrissi, K., & Ghourdou, T. (2024). ChatGPT and Academic Writing Self-Efficacy: Unveiling Correlations and Technological Dependency among Postgraduate Students. Arab World English Journal, 1(1), 225–236. https://doi.org/10.24093/awej/ChatGPT.15 Camps, A., & Fontich, X. (Eds.) (2021). La actividad metalingüística como espacio de encuentro de la escritura y la gramática: Un itinerario de enseñanza e investigación en educación lingüística. Editorial UNSJ. Castelló, M., Iñesta, A., & Corcelles, M. (2013). Learning to Write a Research Article: Ph.D. Students’ Transitions toward Disciplinary Writing Regulation. Research in the Teaching of English, 47(4), 442477. https://doi.org/10.58680/rte201323634 Corcelles, M., Cano, M., Mayoral, P., & Castelló, M. (2017). Enseñar a escribir un artículo de investigación mediante la revisión colaborativa: Percepciones de los estudiantes. Revista signos, 50(95), 337–360. https://doi.org/10.4067/S0718-09342017000300337 Gallent-Torres, C., Zapata-González, A., & Ortego-Hernando, J. L. (2023). The impact of Generative Artificial Intelligence in higher education: a focus on ethics and academic integrity. RELIEVE, 29(2), 1-19. http://doi.org/10.30827/relieve.v29i2.29134 Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-supported approach to peer feedback on university EFL students’ feedback quality and writing ability. The Internet and Higher Education, 63, 100962. https://doi.org/10.1016/j.iheduc.2024.100962 Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005 Hyland, K., & Guinda, C. S. (Eds.). (2012). Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan. Ironsi, C. S., & Solomon Ironsi, S. (2024). Experimental evidence for the efficacy of generative AI in improving students’ writing skills. Quality Assurance in Education, 33(2), 237–252. https://doi.org/10.1108/QAE-04-2024-0065 Ivanič, R. (2004). Discourses of writing and learning to write. Language and education, 18(3), 220-245. Koltovskaia, S., Rahmati, P., & Saeli, H. (2024). Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement. Journal of Second Language Writing, 65, 101130. https://doi.org/10.1016/j.jslw.2024.101130 Kuhn, D., & Moore, W. (2015). Argumentation as core curriculum. Learning: Research and practice, 1(1), 66-78. Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469 Macbeth, K. P. (2010). Deliberate false provisions: The use and usefulness of models in learning academic writing. Journal of Second Language Writing, 19(1), 33–48. McGuire, A., Qureshi, W., & Saad, M. (2024). A Constructivist Model for Leveraging GenAI Tools for Individualized, Peer-simulated Feedback on Student Writing. International Journal of Technology of Education, 7(2), 326–352. https://doi.org/10.46328/ijte.639 Negretti, R., & Mežek, Š. (2019). Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature. Journal of Writing Research, 11(1), 1-40. https://doi.org/10.17239/jowr-2019.11.01.01 Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2024). Students’ appraisals post ChatGPT use: Students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International, 62(2), 499-511. https://doi.org/10.1080/14703297.2024.2319184 Ou, A. W., Stohr, C., & Malmstrom, H. (2024). Academic communication with AI-powered language tools in higher education: From a post-humanist perspective. System, 121, 103225. https://doi.org/10.1016/j.system.2024.103225 Pereira, R., Reis, I. W., Ulbricht, V., & Santos, N. D. (2024). Generative artificial intelligence and academic writing: an analysis of the perceptions of researchers in training. Management Research: Journal of the Iberoamerican Academy of Management, 22(4), 429-450. https://doi.org/10.1108/MRJIAM-01-2024-1501 Picciano, A. G. (2024). Graduate Teacher Education Students Use and Evaluate ChatGPT as an EssayWriting Tool. Online Learning, 28(2). https://doi.org/10.24059/olj.v28i2.4373 Rababah, L. M., Rababah, M. A., & Al-Khawaldeh, N. N. (2024). Graduate Students’ ChatGPT Experience and Perspectives during Thesis Writing. International Journal of Engineering Pedagogy, 14(3), 22–35. https://doi.org/10.3991/ijep.v14i3.48395 Rex, L. A., Thomas, E. E., & Engel, S. (2010). Applying Toulmin: Teaching logical reasoning and argumentative writing. English Journal, 99(6), 56-62. Rijlaarsdam, G., & Van den Bergh, H. (2006). Writing process theory: a functional dynamic approach. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), The handbook of writing research (pp. 41–53). NY: Guilford Publications. Sala-Bubaré, A., & Castelló, M. (2023). Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach. Journal of Second Language Writing, 61, 101038. https://doi.org/10.1016/j.jslw.2023.101038 Sala-Bubaré A., Castelló, M., & Rijlaarsdam, G. (2021). Writing processes as situated regulation processes: A context-based approach to doctoral writing. Journal of Writing Research, 13(1), 1-30. https://doi.org/10.17239/jowr-2021.13.01.01 Sala-Bubaré, A., Peltonen, J., Pyhältö, K., & Castelló, M. (2018). Doctoral Candidates’ Research Writing Perceptions: A Cross-National Study. International Journal of Doctoral Studies, 13, 327-345. doi:10.28945/4103 Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. Swales, J. M. (1990). Genre analysis: English in Academic and Research Settings. Cambridge University Press. ISBN: 9780521338134. Swales, J. M., & Feak, C. B. (2023). Task evolution in English for academic purposes writing materials: The case of “information transfer” to “critical commentary”. Journal of Second Language Writing, 61, 101017. Tirado-Olivares, S., Navio-Ingles, M., O’Connor-Jimenez, P., & Cozar-Gutierrez, R. (2023). From Human to Machine: Investigating the Effectiveness of the Conversational AI ChatGPT in Historical Thinking. Education Sciences, 13(8), 803. https://doi.org/10.3390/educsci13080803 Van Eemeren, F. H., Grootendorst, R., & Henkemans, A. F. S. (2002). Argumentation: Analysis, evaluation, presentation. Routledge. Williams, A. (2024). Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences. International Journal of Educational Technology in Higher Education, 21(1), 52. https://doi.org/10.1186/s41239-024-00485-y
dc.relation.citationendpage.none.fl_str_mv	25
dc.relation.citationissue.spa.fl_str_mv	47
dc.relation.citationstartpage.none.fl_str_mv	1
dc.relation.citationvolume.spa.fl_str_mv	16
dc.relation.ispartofjournal.spa.fl_str_mv	Praxis & Saber
dc.relation.bitstream.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/18971/16451 https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/18971/16454 https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/18971/16455
dc.relation.citationedition.spa.fl_str_mv	Núm. 47 , Año 2025 : Investigación y pedagogía
dc.rights.none.fl_str_mv	Anna Sala Bubaré, Mariona Corcelles Seuba, Andrea Miralda Banda, Marina Garcia Morante - 2025
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.coar.none.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	Anna Sala Bubaré, Mariona Corcelles Seuba, Andrea Miralda Banda, Marina Garcia Morante - 2025 https://creativecommons.org/licenses/by-nc-nd/4.0 http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.mimetype.none.fl_str_mv	application/pdf text/html application/epub+zip
dc.publisher.spa.fl_str_mv	Universidad Pedagógica y Tecnológica de Colombia
dc.source.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/18971
institution	Universidad Pedagógica y Tecnológica de Colombia
bitstream.url.fl_str_mv	https://repositorio.uptc.edu.co/bitstreams/f5ec1bff-f68b-46e9-bff6-1014b3e3cd8d/download
bitstream.checksum.fl_str_mv	43f71674dae0127ac80f244198ec6c02
bitstream.checksumAlgorithm.fl_str_mv	MD5
repository.name.fl_str_mv	Repositorio Institucional UPTC
repository.mail.fl_str_mv	bdigital@metabiblioteca.com
_version_	1881673905980047360
spelling	Sala-Bubaré, AnnaCorcelles Seuba, MarionaMiralda Banda, AndreaGarcia Morante, Marina2025-03-04 00:00:002026-04-16T17:41:36Z2025-03-04 00:00:002025-03-042216-0159https://repositorio.uptc.edu.co/handle/001/2137910.19053/uptc.22160159.v16.n47.2025.189712462-8603https://doi.org/10.19053/uptc.22160159.v16.n47.2025.18971application/pdftext/htmlapplication/epub+zipUniversidad Pedagógica y Tecnológica de ColombiaAnna Sala Bubaré, Mariona Corcelles Seuba, Andrea Miralda Banda, Marina Garcia Morante - 2025https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/18971Artificial intelligenceWritingLiteracyMasters degreesTeaching method innovationsPersuasionInteligencia artificialEscrituraAlfabetizaciónMaestríasInnovaciones en métodos de enseñanzaPersuasiónInteligência artificialEscritaLetramentoPós-graduaçãoInovações em métodos de ensinoArgumentaçãoUsing Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate studentsArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Alshammri, A. (2024). ChatGPT in English writing: Experiences and perceptions of Saudi EFL students. Revista Amazonia Investiga, 13(78), 47–57. https://doi.org/10.34069/AI/2024.78.06.4Avello-Martinez, R., Gajderowicz, T., & Gomez-Rodriguez, V. G. (2024). Is ChatGPT helpful for graduate students in acquiring knowledge about digital storytelling and reducing their cognitive load? An experiment. RED-REVISTA DE EDUCACION A DISTANCIA, 24(78). https://doi.org/10.6018/red.604621Bakhtin, M. (1981). Discourse in the novel. In M. Holquist (ed.), The Dialogic Imagination. Four Essays by M. Bakhtin (trans. C. Emerson and M. Holquist). University Texas Press.Bazerman, C. (2003). Speech acts, genres, and activity systems: How texts organize activity and people. In C. Bazerman & P. Prior (Eds.), What writing does and how it does it: An introduction to analyzing texts and textual practices (pp. 309–339). Erlbaum.Bazerman, C. (2009). Genre and cognitive development: Beyond writing to learn. In C. Bazerman, A.Bonini, & D. Figueiredo (Eds.). Genre in a changing world (pp. 279–294). The WAC Clearinghouse and Parlor Press. Available at http://wac.colostate.edu/books/genre/Bazerman, C. (2023). Reproduction, Critique, Expression, and Cooperation: The writer’s dance in an intertextual world. Revista de Educación a Distancia (RED), 23(75).Bouzar, A., El Idrissi, K., & Ghourdou, T. (2024). ChatGPT and Academic Writing Self-Efficacy: Unveiling Correlations and Technological Dependency among Postgraduate Students. Arab World English Journal, 1(1), 225–236. https://doi.org/10.24093/awej/ChatGPT.15Camps, A., & Fontich, X. (Eds.) (2021). La actividad metalingüística como espacio de encuentro de la escritura y la gramática: Un itinerario de enseñanza e investigación en educación lingüística. Editorial UNSJ.Castelló, M., Iñesta, A., & Corcelles, M. (2013). Learning to Write a Research Article: Ph.D. Students’ Transitions toward Disciplinary Writing Regulation. Research in the Teaching of English, 47(4), 442477. https://doi.org/10.58680/rte201323634Corcelles, M., Cano, M., Mayoral, P., & Castelló, M. (2017). Enseñar a escribir un artículo de investigación mediante la revisión colaborativa: Percepciones de los estudiantes. Revista signos, 50(95), 337–360. https://doi.org/10.4067/S0718-09342017000300337Gallent-Torres, C., Zapata-González, A., & Ortego-Hernando, J. L. (2023). The impact of Generative Artificial Intelligence in higher education: a focus on ethics and academic integrity. RELIEVE, 29(2), 1-19. http://doi.org/10.30827/relieve.v29i2.29134Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-supported approach to peer feedback on university EFL students’ feedback quality and writing ability. The Internet and Higher Education, 63, 100962. https://doi.org/10.1016/j.iheduc.2024.100962Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005Hyland, K., & Guinda, C. S. (Eds.). (2012). Stance and voice in written academic genres. Houndmills, UK: Palgrave Macmillan.Ironsi, C. S., & Solomon Ironsi, S. (2024). Experimental evidence for the efficacy of generative AI in improving students’ writing skills. Quality Assurance in Education, 33(2), 237–252. https://doi.org/10.1108/QAE-04-2024-0065Ivanič, R. (2004). Discourses of writing and learning to write. Language and education, 18(3), 220-245.Koltovskaia, S., Rahmati, P., & Saeli, H. (2024). Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement. Journal of Second Language Writing, 65, 101130. https://doi.org/10.1016/j.jslw.2024.101130Kuhn, D., & Moore, W. (2015). Argumentation as core curriculum. Learning: Research and practice, 1(1), 66-78.Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. https://doi.org/10.1080/2331186X.2023.2236469Macbeth, K. P. (2010). Deliberate false provisions: The use and usefulness of models in learning academic writing. Journal of Second Language Writing, 19(1), 33–48.McGuire, A., Qureshi, W., & Saad, M. (2024). A Constructivist Model for Leveraging GenAI Tools for Individualized, Peer-simulated Feedback on Student Writing. International Journal of Technology of Education, 7(2), 326–352. https://doi.org/10.46328/ijte.639Negretti, R., & Mežek, Š. (2019). Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature. Journal of Writing Research, 11(1), 1-40. https://doi.org/10.17239/jowr-2019.11.01.01Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2024). Students’ appraisals post ChatGPT use: Students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International, 62(2), 499-511. https://doi.org/10.1080/14703297.2024.2319184Ou, A. W., Stohr, C., & Malmstrom, H. (2024). Academic communication with AI-powered language tools in higher education: From a post-humanist perspective. System, 121, 103225. https://doi.org/10.1016/j.system.2024.103225Pereira, R., Reis, I. W., Ulbricht, V., & Santos, N. D. (2024). Generative artificial intelligence and academic writing: an analysis of the perceptions of researchers in training. Management Research: Journal of the Iberoamerican Academy of Management, 22(4), 429-450. https://doi.org/10.1108/MRJIAM-01-2024-1501Picciano, A. G. (2024). Graduate Teacher Education Students Use and Evaluate ChatGPT as an EssayWriting Tool. Online Learning, 28(2). https://doi.org/10.24059/olj.v28i2.4373Rababah, L. M., Rababah, M. A., & Al-Khawaldeh, N. N. (2024). Graduate Students’ ChatGPT Experience and Perspectives during Thesis Writing. International Journal of Engineering Pedagogy, 14(3), 22–35. https://doi.org/10.3991/ijep.v14i3.48395Rex, L. A., Thomas, E. E., & Engel, S. (2010). Applying Toulmin: Teaching logical reasoning and argumentative writing. English Journal, 99(6), 56-62.Rijlaarsdam, G., & Van den Bergh, H. (2006). Writing process theory: a functional dynamic approach. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), The handbook of writing research (pp. 41–53). NY: Guilford Publications.Sala-Bubaré, A., & Castelló, M. (2023). Exploring writing processes in authentic writing tasks: A multimodal mixed-method approach. Journal of Second Language Writing, 61, 101038. https://doi.org/10.1016/j.jslw.2023.101038Sala-Bubaré A., Castelló, M., & Rijlaarsdam, G. (2021). Writing processes as situated regulation processes: A context-based approach to doctoral writing. Journal of Writing Research, 13(1), 1-30. https://doi.org/10.17239/jowr-2021.13.01.01Sala-Bubaré, A., Peltonen, J., Pyhältö, K., & Castelló, M. (2018). Doctoral Candidates’ Research Writing Perceptions: A Cross-National Study. International Journal of Doctoral Studies, 13, 327-345. doi:10.28945/4103Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752.Swales, J. M. (1990). Genre analysis: English in Academic and Research Settings. Cambridge University Press. ISBN: 9780521338134.Swales, J. M., & Feak, C. B. (2023). Task evolution in English for academic purposes writing materials: The case of “information transfer” to “critical commentary”. Journal of Second Language Writing, 61, 101017.Tirado-Olivares, S., Navio-Ingles, M., O’Connor-Jimenez, P., & Cozar-Gutierrez, R. (2023). From Human to Machine: Investigating the Effectiveness of the Conversational AI ChatGPT in Historical Thinking. Education Sciences, 13(8), 803. https://doi.org/10.3390/educsci13080803Van Eemeren, F. H., Grootendorst, R., & Henkemans, A. F. S. (2002). Argumentation: Analysis, evaluation, presentation. Routledge.Williams, A. (2024). Comparison of generative AI performance on undergraduate and postgraduate written assessments in the biomedical sciences. International Journal of Educational Technology in Higher Education, 21(1), 52. https://doi.org/10.1186/s41239-024-00485-y2547116Praxis & Saberhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/download/18971/16451https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/18971/16454https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/18971/16455Núm. 47 , Año 2025 : Investigación y pedagogíaPublicationOREORE.xmltext/xml2875https://repositorio.uptc.edu.co/bitstreams/f5ec1bff-f68b-46e9-bff6-1014b3e3cd8d/download43f71674dae0127ac80f244198ec6c02MD51falseAnonymousREAD001/21379oai:repositorio.uptc.edu.co:001/213792026-10-29 13:34:04.588https://creativecommons.org/licenses/by-nc-nd/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Using Artificial Intelligence as an epistemic tool for academic writing: An intervention with postgraduate students

Publicaciones similares