Human-AI writing practices were perceived to enhance doctoral students' cognitive and metacognitive engagement, confidence, and learner agency¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Participants reported increased confidence from pre-submission AI feedback and validation, and agency from selectively choosing which writing aspects to offload to AI. → Jessica L. Parker 2025
Evidence¶
Jessica L. Parker 2025¶
Jessica L. Parker, Veronica M. Richard, Alexandra Acabá, Sierra Escoffier, Stephen Flaherty, Shannon Jablonka, Kimberly P. Becker. (2025). Negotiating Meaning with Machines: AI's Role in Doctoral Writing Pedagogy. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00425-x
q2 · i? · qualitative · r3
Qualitative themes across RQ2 reporting: students revised before grading (e.g., P2: "I feel more confident in my resubmission") and selectively delegated tasks like "flow, structure, and organization" (P1) or summarizing an article (P2). Perceptual data only.
"Through continuous feedback and successful meaning negotiation with the AI, which was viewed as a neutral third party, participants were able to quickly validate their ideas, seek understanding, and correct misunderstandings."
Discussion¶
Learner Variables¶
- Metacognition — outcome: instruction changes it
Related Claims¶
- GenAI can support learner agency through self-regulated learning, self-efficacy, and feedback literacy under appropriate conditions — a broader claim this one bears on
- Frequent generative AI use enhances perceived confidence and efficiency but increases technological dependence among university students — related
- GenAI feedback limitations require students to exercise evaluative judgement — related
- Students report heightened autonomy in English learning through self-directed regulation, personalized feedback, and active evaluation of ChatGPT suggestions — related
- Both ChatGPT feedback and peer feedback prompted doctoral students to actively exercise hard evaluative judgement in statistical analysis, through different challenges — related
- Correctness and informative feedback with appropriate challenge fostered competence and autonomy — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ai-writing-engagement-confidence-agency |
title |
Human-AI writing practices were perceived to enhance doctoral students' cognitive and metacognitive engagement, confidence, and learner agency |
description |
Human-AI writing practices were perceived to enhance doctoral students' cognitive and metacognitive engagement, confidence, and learner agency |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jessica-l-parker-2025 |
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