<i>It is not comparable!</i> critically evaluating the role of GenAI/LLMs and educator support in the academic essay writing process

The integration of Generative artificial intelligence (AI) /large language models (LLMs) into educational environments has significantly reshaped students’ approaches to academic writing. This qualitative study examines the intricate relationship between these writing tools and traditional educator feedback through semi-structured focus groups with students. Thematic analysised data revealed that while students initially find these tools reassuring for generating ideas and checking grammar, they soon realise that Generative AI/LLMs cannot replace the insightful, contextual feedback offered by experienced educators. Four main themes emerged: the evolving role of writing tools, the indispensable value of educator feedback, the benefit of peer collaboration, and the cognitive overload associated with the expectation to effectively utilise these digital aids without compromising work quality. The study underscores the importance of fostering collaborative relationships between Generative AI/LLMs and educators to enhance student engagement, promote deeper learning, and improve academic writing proficiency. Acknowledging the limitations of these tools, alongside their benefits, can ensure that technological advancements supplement rather than supplant traditional teaching methods. Institutions should develop strategies that leverage the tools’ advantages while preserving vital human elements, creating an environment conducive to meaningful learning and intellectual growth. Highlights This study investigates student interactions with Generative AI/LLMs versus human feedback in writing. A qualitative approach, through focus groups, reveals unique limitations of writing assistant tools in providing nuanced feedback. Findings underscore the irreplaceable role of educator support in fostering writing development. Emphasises a balanced integration of Generative AI/LLMs and human assistance to enhance writing skills. Highlights the risks of cognitive overload when students rely solely on writing assistant tools for academic tasks.