Group 2

Title:
Challenging Writing Integrity with Adaptation to AI Tools
Keywords: Writing Integrity, Adaptation, AI Tools, Detection, Strategy
Group members:
Ezzah Dar, Danish, Inzimam ul haq ,Ali Rana, Shoaib Akhtar
Contents

Chapter 1: Introduction...............................................................................................................................3

Chapter 2: Literature review....................................................................................................................5

Chapter 3: Theoretical Framework and Methodology......................................................................7

Chapter 4: Results and Findings:..................................................................................................8

CHAPTER 5: CONCLUSION........................................................................................................9

Abstract
This academic study aims to give an effortless view of findings from five studies about how AI tools that
aid with writing affect education, especially how it transforms the quality of writing. These tools, even
though they help with better research and writing, are not beneficial for the crucial skills used in
authentic writing. A positive view of this type of tech is backed up by study, because it cuts worry, raises
self-assurance and makes writing simpler. But, concerns about transcribing and the need these tools
create are becoming more and more common. We need to find a balance between AI tools and learning
so that we keep the rules of academic honesty in place.

Chapter 1: Introduction
Purpose of the Study
The aim of the project is to study in detail how AI impacts today's academic practices. The paper looks at
how new AI technologies, like ChatGPT and Quill Bot, affect language development, research quality and
honesty in academia. It uses a heedful look to understand the bigger and broader picture of writing tools
being made with AI technology.
The study will also focus at how different students discern, focusing on those who speak other languages
and learning English. These small attributes help us better understand how students see these tools and
how much they want to utilise them for their writing works.
So, the study shows that it's important to think conscientiously about good and bad points of using AI in
education. This means we need a balanced strategy when dealing with this topic.
This way, the study also helps us understand how technology might help and not take away the
fundamental school skills.

Overview of the Research Purpose

Focusing on the purpose of the study, and specifically its examination of the impact of using AI
writing tools on academic integrity, it’s revealed that AI assistants can vastly influence the
quality of content. While they do offer students the ability to enhance writing projects, especially
for students who learn English as a Foreign Language (EFL), these tools also add the risk of
plagiarism and the gradual destruction of original writing flair. The study suggests that on the
one hand students appreciate the convenience these tools provide, concerns regarding
overreliance and potential academic deception.

To counter such issues, institutes and pupils are learning strategies to detect plagiarism more
aptly, incorporate academic integrity training, and depend on plagiarism detecting software more.
The emphasis on the importance of critical thinking, and original thought has been increased,
while the use of ethical AI usage is being encouraged.

Significance of the Study

Education and AI writing assistants coming together is a matter of concern for those who hold
academic integrity dear. The study conducted in these scholarly articles delve into the complex
nature of this problem. It highlights the biases that ChatGPT and similar software can add to
academic writing. These biases stem from the training data of AI algorithms, which after all is
just data, and can never replace the full scope of human skill. While such biases can be detected
and corrected through human intervention, the ethos lies in the student themselves.

On the other hand, heavy reliance on such tools, which is already reported to increasingly be a
cause for concern, hinder the development of critical thinking and writing skills. Thus, it’s seen
to be a major threat in the long run as well.

As such, it sheds light on the need for a bigger emphasis on creativity within the writing
landscape. Institutes all over the world are taking steps to counter high dependence on AI
technology.

Objectives of the Study

- Investigating the methods used by students to complete assignments.

- Exploring the increasing dependency on AI
 - Highlighting the implications of using AI writing assistants, such as ChatGPT and
Quillbot

Research Questions

- What strategies do students use to avoid plagiarism detection from AI detection tools.
- How does the student’s reliance on AI for academic writing challenge their perception of
integrity.
- What can be done to counter this reliance on AI?
Definitions of Keywords

Writing Integrity: the upholding of ethical standards and honesty in writing assignments

Adaptation: Changes made by students to eliminate plagiarism in their AI-written assignments

AI Tools: Resources used to enhance the quality such as ChatGPT, Grammarly and Quillbot, et
cetera.

Detection: Spotting of artificially generated content.

Strategy: Specific methods taken by students to use AI in a way that it remains undetected.

Chapter 2: Literature review

Integrity In the Classroom

As per the research used, students, specifically EFL students struggle with language barriers and
fluency. The existence of deadlines hinders the creative thought process, and in turn, students
turn to AI writing tools to complete their assignments on time. (Miranda, 2022). These tools
help bridge keep gaps in the academic writing process, and as a result help pupils be rid of the
anxieties and pressure linked with time limits.

In addition, tools such as ChatGPT and Quillbot improve research and writing efficiency. The
functional benefits of these tools are manifold- time is saved, confidence is boosted, grades are
improved. The very amalgamation of these positives is what has made AI writing assistants such
indispensable assets in today’s classroom. However, students risk their academic integrity in
the process.

Codependency and AI
The research conducted also lays special focus on AI writing tools are impacting paraphrasing
practices among students. This impact is seen to be significant, and not only does it erode
academic honesty, but also affects the way paraphrasing in perceived within academic circles.

Ai tools such as Quillbot are revolutionary in the paraphrasing space. (Limna, 2022) They
quickly rephrase text in a manner that plagiarism detections become more challenging.
Paraphrasing of AI-generated content to make it appear more human is an increasingly
prevalent practice. Additionally, the ease of use and time saving benefits of such tools make it
an attractive solution to pupils.

However, this change in the practice of paraphrasing is shifting its perception, too. While
traditional paraphrasing was a coveted skill in the academic world, a skill that demonstrates
deep critical thinking skills. The role that AI plays here is the destruction of that perspective.
Paraphrasing has become a strategy to escape plagiarism detection, shifting its emphasis from
skill and comprehension to convenience and efficiency. This undermines the need to develop
some critical academic skills.

Finally, the existence of AI paraphrasing, and the subsequent relief they provide students
against plagiarism detection create a culture of dependency. Students are able to deceive the
system, so hard work in terms of originality appears unnecessary. However, students
dependent on AI writing assistants become deprived of the learning process that creative
academic writing offers. It’s indeed a great loss.

Paraphrasing Tools
Paraphrasing tools such as Quillbot enable students learning English as a foreign language to
overcome language constraints, enhancing vocabulary, grammar, and the overall fluency of
their work (Fithriani, 2022). Moreover, such tools also improve the overall structure and
cohesiveness of academic write-ups. Through the suggestion of alternative phrasings and
structure, academic work can be taken to the next level. Better yet, extensive content in
research-based writing can be shortened to become more comprehensible, aiding in the
management of workload.

Safeguarding Integrity
The research articles show that, in the rapidly evolving field of artificial intelligence technology,
AI detection techniques are not always 100% successful, even though they are crucial for
identifying AI-generated information. This inefficiency is being exacerbated by the continual
development of AI writing tools, which are becoming more adept at mimicking human writing
styles. This is making it more difficult for detection tools to discern between work produced by
AI and work produced by people.

Therefore, there’s a pressing need to upgrade assessment processes on institutions’ part

(McCarthy, 2017). As established, several assessment procedures have become redundant due
to advanced AI technology being integrated with education. It seems that only innovative
methods of assessing students can counter this looming threat to academic integrity. Thus,
such an upgradation in assessment methods will ensure that students are judged on their skills
and writing flair, rather than their proficiency with AI assistants.

In addition, the use of AI detection tools should be taken more seriously. By initiating
awareness programs about their effectiveness, institutes can better understand the attached
limitations of AI detection tools. Rather, an amalgamated strategy comprising technological
instruments, human supervision, and contemporary assessment techniques can yield a more
precise and equitable assessment of scholarly publications.
It's essential that institutes use AI detection tools responsibly, in order to keep academic
integrity intact, in spite of AI writing tools.
Strategies Going Forward

As the study reiterates, AI writing tools, if not monitored, can be misused. It is thus essential that
an organized and informed approach towards this issue is undertaken, so that AI can be limited
to its benefits.
First and foremost, students should know that their institute takes the misuse of AI writing tools
seriously, which can only be achieved if authorities relay strict and clear ethical boundaries.
(Ventayen, 2023) Moreover, institutes must also educate their students about the threats linked
with AI, and the risks these tools pose to their academic growth.
Traditional methods of assessing student comprehension may not prove adequate in today’s time.
Final projects, created through the heavy usage of AI, may no longer reflect the skills a student
holds. Therefore, instructors must assess students throughout the course of their academic
periods, and also judge them on different kinds of projects, not just ones involving intensive
writing work.
Finally, while considering AI detection solutions, universities must be vigilant regarding their
limitations. These methods, in conjunction with human oversight, can help detect artificial
intelligence (AI)-generated content and stop academic standards from deteriorating.

Chapter 3: Theoretical Framework and Methodology

Introduction

The study employed investigative research methods for its findings. It aimed to gauge the The study
usually employs mixed-methods research, which combines academic paper analysis, questionnaires, and
interviews, to gather comprehensive data regarding the ways in which students are utilizing AI
technologies such as ChatGPT and Quillbot in their academic writing. These methods clarify how, when,
and why children use these resources.

The investigative methodology of this study also focuses on how plagiarism is identified in the era of
advanced artificial intelligence. This entails evaluating the efficacy of currently available technologies in
detecting plagiarism in artificial intelligence-generated work. Testing is normal practice to examine the
nature of content paraphrased using AI tools.

The study also suggests that if artificial intelligence (AI) technologies advance, they might be able to
create or alter text in ways that make it harder to distinguish it from actual writing by humans. This might
cause issues for the current generation of plagiarism detection technologies.

Selecting a Theoretical Framework

The research first and foremost identified different AI writing tools that are prevalent, including
Turnitin, ChatGPT and Quillbot. The findings of the research focused on how these tools are
used to increase ease of writing, and improve content quality.
The Research Process

Researchers selected specific text to be run through ChatGPT and Quillbot. The generated text
was compared to the original text, focusing on variations, and these variations were then
recorded. Different research methods were also used simultaneously to generate ample data, and
increase the reliability of the study:

A Qualitative Case Study investigated the perceptions of students regarding the use of Quillbot.
Participants were thoroughly chosen to use the provided sampling techniques, including
questionnaires and semi-structured interviews. Data was analyzed to identify themes in
answering research questions. In addition, experiments were also conducted whereby selected
texts were run through Ai writing assistants, and the results analyzed. Investigative research
handled human interactions with AI writing tools. Specific papers from the Pangasinan State
University were used to examine the research skills of I tools. Turnitin was tested in its analysis
for plagiarism.

Moreover, exploratory research techniques were also relied on. Questionnaires designed to elicit
comprehensive responses, as well as live interviews with appropriate participants, helped in
gauging the nuanced views of students.

Chapter 4: Results and Findings:

The key findings from this study suggest that as the use of AI increases, academic integrity reduces. The
25 participants chosen reported increased concerns about plagiarism, and most reported using
paraphrasing tools to escape detection, thus lowering the integrity of their projects. Potential misuse
was reported as per the questionnaires, which suggests a high risk of academic dishonesty being
facilitated by AI tools.
The figures above depict the correlation between the perception of students regarding different aspects of
AI writing tools, and how they affect their work.

CHAPTER 5: CONCLUSION
AI writing tools, including paraphrasing tools and AI assistants, have significantly improved
accessibility and efficiency in academic writing, particularly for EFL students. They aid in
overcoming language barriers and enhance writing quality. Despite their benefits, these tools also
pose a risk to academic integrity. The ease of paraphrasing and content generation can lead to an
increase in plagiarism, either intentionally or inadvertently. This shows a mostly negative
relationship between AI writing tools and academic integrity. However, if AI detection
parameters are strengthened within institutions, these drawbacks can be minimized. Like any
other combined research, this one had its own set of limitations. Firstly, perceptions being highly
subjective, they cannot be always be reliably gauged. Moreover, the research was regionally
restricted, which could lead to myopia within findings.
References

Kurniati, E. Y., & Fithriani, R. (2022). Post-graduate students’ perceptions of Quillbot utilization in English
academic writing class. Journal of English Language Teaching and Linguistics, 7(3), 437-451.

Ventayen, R. J. M. (2023). OpenAI ChatGPT generated results: Similarity index of artificial intelligence-
based contents. Available at SSRN 4332664.

Rogerson, A. M., & McCarthy, G. (2017). Using Internet based paraphrasing tools: Original work,
patchwriting or facilitated plagiarism?. International Journal for Educational Integrity, 13(1), 1-15.

Limna, P., Jakwatanatham, S., Siripipattanakul, S., Kaewpuang, P., & Sriboonruang, P. (2022). A review of
artificial intelligence (AI) in education during the digital era. Advance Knowledge for Executives, 1(1), 1-9.
Miranda, D. (2022). The Impact of Paraphrasing Tools on Students Paraphrasing Skills (Doctoral
dissertation, UIn Ar-Raniry).
  Abstract

Chapter 1: Introduction /10

 Purpose of the Study
 Overview of the research purpose
 Significance of the Study
 Objective
 Research Questions
 Definition of Terms
 Word Choice, Sentence Structure, & Grammar

Chapter 2: Literature Review /10

 APA Style Referencing
 Selection of sentences/content
 Information synthesis and summary
 Effort and Involvement
 Word Choice, Sentence Structure, & Grammar

Chapter 3: Methodology

Chapter 4: Results and findings /5

Chapter 5: Discussion/Conclusion /5

Name: Mohammad Ali Rana

Erp id: 28133

Class code : 7414