Investigation of the Effect of Generative Artificial Intelligence on Academic Writing Skills through SWOT Analysis

Year 2025, Volume: 25 Issue: 3, 1586 - 1608, 15.09.2025

Selvanur Kayhan , Bircan Eyüp

https://doi.org/10.17240/aibuefd.2025..-1563495

Abstract

The use of generative artificial intelligence in scientific research processes is rapidly becoming widespread today, which brings about discussions in many areas. Academic writing is one of these areas. This study aims to examine the impact of generative artificial intelligence on academic writing skills through SWOT analysis. The participants of the study consisted of 24 students who were studying for their master's or doctoral degrees at various state universities in Türkiye in the spring term of the 2023-2024 academic year. Personal information form and semi-structured interview form developed by the researchers were used as data collection tools. Content analysis method was used to analyze the data. As a result of the study, it was revealed that the use of GenAI in graduate students' academic writing processes provides significant advantages in terms of looking at their texts from a broad perspective, designing the text, language corrections, creativity and originality. However, it has been observed that it may create weaknesses such as ethical problems, linguistic errors, limiting the individual's originality and productivity, and manipulating information. It was pointed out that while generative artificial intelligence in the academic writing process offers opportunities such as personalized consultancy, avoiding problems caused by the researcher, saving time and increasing productivity, it may also bring threats such as the decline of the researcher's writing skills, presenting stereotypes, eliminating creativity and originality, accepting the information presented without questioning, loss of data privacy and decreased human control. The findings show that generative AI is an important supporter for students in academic writing processes, but it is important to reach a consensus on the limits of its use in academic writing.

Keywords

Academic writing , Generative artificial intelligence , Writing skills , Postgraduate education

Üretken Yapay Zekânın Akademik Yazma Becerisi Üzerindeki Etkisi: Bir SWOT Analizi

Abstract

Üretken yapay zekânın günümüzde bilimsel araştırma süreçlerinde kullanımı hızla yaygınlaşmakta, bu da birçok alanda tartışmayı beraberinde getirmektedir. Bu alanların başında akademik yazma gelmektedir. Bu çalışmada üretken yapay zekânın akademik yazma becerisi üzerindeki etkisini SWOT analizi yoluyla incelemek amaçlanmıştır. Çalışmanın katılımcılarını 2023-2024 akademik yılının bahar döneminde Türkiye’nin çeşitli devlet üniversitelerinde yüksek lisans veya doktora eğitimi almakta olan 24 öğrenci oluşturmaktadır. Çalışmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen kişisel bilgi formu ve yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analiz edilmesinde içerik analizi yönteminden yararlanılmıştır. Çalışmanın sonucunda, lisansüstü öğrencilerin akademik yazma süreçlerinde üretken yapay zekâ kullanımının metinlerine geniş bir perspektiften bakabilme, metni tasarlama, dil düzeltmeleri, yaratıcılık ve özgünlük bağlamında önemli avantajlar sağladığı ortaya çıkmıştır. Bununla birlikte etik sorunlar, dilsel hatalar, bireyin özgünlüğünü ve üretkenliğini sınırlama, bilgiyi manipüle etme gibi zayıf yönler oluşturabileceği görülmüştür. Akademik yazma sürecinde üretken yapay zekânın kişiselleştirilmiş danışmanlık, araştırmacıdan kaynaklı problemlerin önüne geçme, zamandan tasarruf ve üretkenliği artırma gibi fırsatlar sunarken araştırmacının yazma becerisinin gerilemesi, kalıp düşünceler sunma, yaratıcılığı ve özgünlüğü ortadan kaldırma, sunulan bilginin sorgulanmadan kabul edilmesi, veri gizliliğinin yok olması ve insan denetiminin azalması gibi tehditleri de beraberinde getirebileceğine dikkat çekilmiştir. Bulgular, üretken yapay zekânın akademik yazma süreçlerinde öğrenciler için önemli bir destekçi olduğunu göstermekte ancak akademik yazımda kullanımının sınırları konusunda bir fikir birliğine varılmasının önemini ortaya koymaktadır.

Keywords

Akademik yazma , Üretken yapay zekâ , Yazma becerisi , Lisansüstü eğitim

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