Exploring the purposes and uses of generative artificial intelligence tools in academic writing for multicultural students

As generative artificial intelligence (GenAI) continues transforming various aspects of university study and work, students increasingly turn to GenAI tools to enhance their writing processes and outputs. This study explores the purposes and ways in which multicultural undergraduate students use GenAI tools, specifically focusing on plagiarism and academic writing perspectives. Through four focus groups with 24 undergraduate students for whom English is not a native language, data was gathered and analysed using a reflexive approach thematic analysis. Findings from this study highlight that students are aware of academic integrity and its ethical and moral aspects, especially plagiarism, yet have a variety of reasons justifying its use. Concerning academic writing, students articulate disengagement and a lack of individual representation, suggesting various motivations for turning to GenAI tools. The findings demonstrate a disconnect between attitudes towards plagiarism and the unethical use of GenAI tools for academic writing. The paper provides recommendations for further research in the field of paraphrasing tools with students’ academic writing, aiming to promote a greater sense of identity, creativity, critical and analytical thinking, and personalisation.