TY  - JOUR
T1  - Collaboration, Digital Tools, and AI in Academic Writing: Student Experiences, Challenges, and Perspectives
TT  - Akademik Yazmada İşbirliği, Dijital Araçlar ve Yapay Zeka: Öğrenci Deneyimleri ve Algıları
AU  - Kanık, Mehmet
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.31464/jlere.1729531
JF  - Dil Eğitimi ve Araştırmaları Dergisi
JO  - JLERE
PB  - Hakan ÜLPER
WT  - DergiPark
SN  - 2149-5602
SP  - 1038
EP  - 1059
VL  - 11
IS  - 2
LA  - en
AB  - Recent digital technologies have influenced different educational practices. This study investigates students’ experiences, challenges and perspectives on collaborative writing and digital tools. Thirty-one students in an English Language Teaching program participated in the study. The data were collected through questionnaires, interviews, chat logs, reflective writing and classroom observations. Data were analyzed using descriptive statistics and thematic analysis. The findings revealed that students had initially a positive attitude towards collaborative writing and digital tools, yet they faced significant challenges while handling collaboration and conflicts. Furthermore, they demonstrated a fluid approach to collaboration, shifting between positive and negative perspectives. ChatGPT provided additional support by offering suggestions and feedback during collaborative writing. Students had various expectations of digital tools, from practical benefits to concerns about ethical issues and overreliance. The study has implications for academic writing in similar contexts, which can be facilitated by collaborative practices and the use of novel digital tools.   Keywords: Academic writing, collaborative writing, digital tools, AI tools, ChatGPT
KW  - Academic writing
KW  - Collaborative writing
KW  - Digital tools
KW  - AI tools
KW  - ChatGPT
N2  - Son dijital teknolojiler farklı eğitim uygulamalarını etkilemektedir. Bu çalışma öğrencilerin işbirliğine dayalı yazma ve dijital araçlara ilişkin deneyimlerini, yaşadıkları zorlukları ve bakış açılarını araştırmaktadır. İngilizce Öğretmenliği programındaki otuz bir öğrenci çalışmaya katılmıştır. Veriler anketler, görüşmeler, sohbet kayıtları, yansıtıcı yazma ve sınıf gözlemleri yoluyla toplanmıştır. Veriler betimleyici istatistikler ve tematik analiz kullanılarak analiz edilmiştir. Bulgular, öğrencilerin başlangıçta işbirliğine dayalı yazmaya ve dijital araçlara karşı olumlu bir tutuma sahip olduklarını, ancak iş birliği ve çatışmalarla başa çıkarken önemli zorluklarla karşılaştıklarını ortaya koymuştur. Dahası, olumlu ve olumsuz bakış açıları arasında değişen iş birliğine karşı değişken bir yaklaşım sergilemişlerdir. ChatGPT, iş birliğine dayalı yazma sırasında öneriler ve geri bildirimler sunarak ek destek sağlamıştır. Öğrencilerin dijital araçlardan, pratik faydalar, etik sorunlar ve aşırı güven konusundaki endişeler gibi çeşitli beklentileri gözlemlenmiştir. Çalışmanın, iş birlikçi uygulamalar ve yeni dijital araçların kullanımı açısından benzer bağlamlardaki akademik yazma konularında sonuçları bulunmaktadır.Anahtar kelimeler: Akademik yazma, iş birliğine dayalı yazma, dijital araçlar, yapay zeka araçları, ChatGPT
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UR  - https://doi.org/10.31464/jlere.1729531
L1  - https://dergipark.org.tr/en/download/article-file/5000944
ER  -