Exploring PhD students’ utilization of generative AI in academic writing for publication purposes: Insights for EAP

The use of Generative Artificial Intelligence (GenAI) is creating new innovative processes and approaches to writing for publication that have implications for EAP. Given that the appropriate utilization of GenAI tools is under researched, existing EAP curricula might inadequately prepare students to appropriately incorporate GenAI tools into their academic writing practices for publication. The current study explored L2 PhD students’ understanding of the appropriateness of using GenAI in academic writing for publication purposes and their underlying reasons. A two-stage design, including a survey and follow-up semi-structured interviews, was employed. Data included 63 survey responses and 22 semi-structured interviews among L2 PhD students in arts, humanities, and social sciences at a Hong Kong university. The findings suggested divergent perceptions about the appropriateness of GenAI use at each stage of academic writing. Furthermore, although most participants highlighted the importance of maintaining transparency and acknowledged the necessity of AI declaration, about sixty percent opted not to declare their AI usage in actual publishing practices. The study sheds light on the use of GenAI by L2 PhD students in their writing for publication processes, and their understanding of the appropriate use of GenAI for publishing. The article provides six recommendations for EAP instructors and course organizers to help L2 students navigate the complexities of using GenAI appropriately and transparently in academic writing for publication.