Negotiating identity, originality, and agency in AI-assisted dissertation proposal writing among English education students Negosiasi identitas, keaslian, dan kemandirian mahasiswa Pendidikan Bahasa Inggris dalam penulisan proposal disertasi berbantuan kecerdasan buatan
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Abstract
This study examined the diverse approaches doctoral students take to developing an academic voice when utilizing AI. It examines the manifestation of academic integrity and agency, as well as the interplay among these constructs, through a case study. Thematic analysis, as a data analysis tool, from the responses of six doctoral students enrolled in the Proposal Dissertation Course, sheds light on the critical acceptance of AI. The results of the focus-group discussion and students’ reflective journals reveal that AI is recognized as applicable but does not replace human critical thinking in the manual investigation process. Research shows that students build academic identity through strategies such as making AI a discussion partner to maintain the author’s voice. They also maintain academic integrity by verifying AI sources, avoiding unreal citations, and manually paraphrasing the text. Students leverage AI for technical tasks and time management yet remain non-reliant and edit AI output to ensure it remains original work.
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Widhiyanto, W., Haryanti, R. P., Mutiaraningrum, I., Anggraeni, C. W., Suryani, L., & Yafi, M. A. (2025). Negotiating identity, originality, and agency in AI-assisted dissertation proposal writing among English education students. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 8(4), 1093-1104. https://doi.org/10.30872/diglosia.v8i4.1460
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References
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Jelson, A., Manesh, D., Jang, A., Dunlap, D., & Lee, S. W. (2025). An empirical study to understand how students use ChatGPT for writing essays. arXiv. http://arxiv.org/abs/2501.10551
Jungherr, A. (2023). Using ChatGPT and other large language model (LLM) applications for academic paper assignments. SocArXiv. http://dx.doi.org/10.31235/osf.io/d84q6
Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172. https://doi.org/10.1080/03075079812331380364
Li, M., & Wilson, J. (2025). AI-integrated scaffolding to enhance agency and creativity in K-12 English language learners: A systematic review. Information, 16(7), 519. https://doi.org/10.3390/info16070519
Lund, B., Lamba, M., & Oh, S. H. (2024). The impact of AI on academic research and publishing. arXiv. https://doi.org/10.48550/arXiv.2406.06009
Luo, L., Liu, J., & Xing, Q. (2024). Integrating AI and human feedback to optimize interdisciplinary proposal writing in science graduate students. Dalam 2024 4th International Conference on Educational Technology (ICET) (hlm. 383–387). IEEE. https://doi.org/10.1109/ICET62460.2024.10868044
Marcel, F., & Kang, P. (2024). Examining AI guidelines in Canadian universities: Implications on academic integrity in academic writing. Discourse and Writing/Rédactologie, 34, 93–126. https://doi.org/10.31468/dwr.1051
Medina, W. A., Flores Velásquez, C. H., Olivares Zegarra, S. R., Morales Romero, G. P., Andía, A. Q., Aybar Bellido, I. E., Palacios Huaraca, C. R., Aldana Trejo, F. H., & Bravo, N. A. (2024). Using ChatGPT in university academic writing: A bibliometric review study on the implications for writing reports, papers, essays, and theses. International Journal of Learning, Teaching and Educational Research, 23(12), 360–381. https://doi.org/10.26803/ijlter.23.12.19
Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2025). Students’ appraisals post-ChatGPT use: Students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International, 62(2), 499–511. http://dx.doi.org/10.1080/14703297.2024.2319184
Nugroho, A., Putro, N. H. P. S., Syamsi, K., Mutiaraningrum, I., & Wulandari, F. D. (2024). Teacher’s experience using ChatGPT in language teaching: An exploratory study. Computers in the Schools, 1–20. http://dx.doi.org/10.1080/07380569.2024.2441161
Octaberlina, L. R., Muslimin, A. I., Chamidah, D., Surur, M., & Mustikawan, A. (2024). Exploring the impact of AI threats on originality and critical thinking in academic writing. Edelweiss Applied Science and Technology, 8(6), 8805–8814. https://doi.org/10.55214/25768484.v8i6.3878
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Parker, J. L., Richard, V. M., Acabá, A., Escoffier, S., Flaherty, S., Jablonka, S., & Becker, K. P. (2024). Negotiating meaning with machines: AI’s role in doctoral writing pedagogy. International Journal of Artificial Intelligence in Education. Advance online publication. https://doi.org/10.1007/s40593-024-00425-x
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Sarkar, A. (2023). Exploring perspectives on the impact of artificial intelligence on the creativity of knowledge work: Beyond mechanised plagiarism and stochastic parrots. Proceedings of the 2nd Annual Meeting of the Symposium on Human-Computer Interaction for Work, 1–17. https://doi.org/10.1145/3596671.3597650
Song, N. (2024). Higher education crisis: Academic misconduct with generative AI. Journal of Contingencies and Crisis Management. Advance online publication. https://doi.org/10.1111/1468-5973.12532
Taiye, M., High, C., Velander, J., Matar, K., Okmanis, R., & Milrad, M. (2024). Generative AI-enhanced academic writing: A stakeholder-centric approach for the design and development of CHAT4ISP-AI. Proceedings of the 39th ACM/SIGAPP Symposium on Applied Computing, 74–80. https://doi.org/10.1145/3605098.3636055
Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454–476. https://doi.org/10.1002/berj.3215
Wang, C. (2024). Exploring students’ generative AI-assisted writing processes: Perceptions and experiences from native and nonnative English speakers. Technology, Knowledge and Learning, 1–22. https://doi.org/10.1007/s10758-024-09744-3
Wang, C., Aguilar, S. J., Bankard, J. S., Bui, E., & Nye, B. (2024). Writing with AI: What college students learned from utilizing ChatGPT for a writing assignment. Education Sciences, 14(9), 976. https://doi.org/10.3390/educsci14090976
Werdiningsih, I., Marzuki, & Rusdin, D. (2024). Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing. Cogent Arts & Humanities, 11(1), Article 2392388. https://doi.org/10.1080/23311983.2024.2392388
Wiredu, J. K., Abuba, N. S., & Zakaria, H. (2024). Impact of generative AI in academic integrity and learning outcomes: A case study in the Upper East Region. Asian Journal of Research in Computer Science, 17(8), 70–88. https://doi.org/10.9734/ajrcos/2024/v17i7491
Andriani, L., Syihabuddin, S., Sastromiharjo, A., & Anshori, D. (2023). Pengaruh proses menulis dan kognitif terhadap kemampuan menulis teks naratif siswa. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 6(2), 275–288. https://doi.org/10.30872/diglosia.v6i2.585
Benke, E., & Szőke, A. (2024). Academic integrity in the time of artificial intelligence: Exploring student attitudes. Italian Journal of Sociology of Education, 16(2), 91–108. https://doi.org/10.14658/PUPJ-IJSE-2024-2-5
Black, R. W., & Tomlinson, B. (2025). University students describe how they adopt AI for writing and research in a general education course. Scientific Reports, 15(1), Article 8799. https://doi.org/10.1038/s41598-025-92937-2
Boeriswati, E., Eriyani, R. N., & Wibawani, S. (2024). Needs analysis of expository writing teaching materials based on Toulmin’s argumentation patterns. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 7(4), 683–692. https://doi.org/10.30872/diglosia.v7i4.1071
Bozkurt, A. (2024). GenAI et al: Cocreation, authorship, ownership, academic ethics and integrity in a time of generative AI. Open Praxis, 16(1), 1–10. https://doi.org/10.55982/openpraxis.16.1.654
Braun, V., & Clarke, V. (2024). A critical review of the reporting of reflexive thematic analysis in Health Promotion International. Health Promotion International, 39(3), Article daae049. https://doi.org/10.1093/heapro/daae049
Brickhill, M., Andrews, G., & Nieuwoudt, J. (2024). Developing student agency towards academic integrity through an educative approach: Exploring students’ experiences and perspectives. Journal of Academic Ethics, 1–25. https://doi.org/10.1007/s10805-024-09567-y
Brown, B. A. (2006). “It isn’t no slang that can be said about this stuff”: Language, identity, and appropriating science discourse. Journal of Research in Science Teaching, 43(1), 96–126. https://doi.org/10.1002/tea.20096
Budiyono, H., et al. (2025). Exploring long-term impact of AI writing tools on independent writing skills: A case study of Indonesian language education students. International Journal of Information and Education Technology, 15(5), 1003–1012. https://doi.org/10.18178/ijiet.2025.15.5.2306
Butarbutar, R., & González Vallejo, R. (2025). Factors influencing AI-assisted thesis writing in university: A pull-push-mooring theory narrative inquiry study. Data and Metadata, 4, Article 203. https://doi.org/10.56294/dm2025203
Carobene, A., Padoan, A., Cabitza, F., Banfi, G., & Plebani, M. (2024). Rising adoption of artificial intelligence in scientific publishing: Evaluating the role, risks, and ethical implications in paper drafting and review process. Clinical Chemistry and Laboratory Medicine (CCLM), 62(5), 835–843. https://doi.org/10.1515/cclm-2023-1136
Chen, Z., Chen, C., Yang, G., He, X., Chi, X., Zeng, Z., & Chen, X. (2024). Research integrity in the era of artificial intelligence: Challenges and responses. Medicine, 103(27), Article e38811. https://doi.org/10.1097/md.0000000000038811
Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., & Siemens, G. (2024). Impact of AI assistance on student agency. Computers & Education, 210, Article 104967. https://doi.org/10.1016/j.compedu.2023.104967
Elstad, E., & Eriksen, H. (2024). Harnessing AI in secondary education to enhance writing competence. arXiv. https://doi.org/10.48550/arXiv.2412.12117
Gabriel, S. (2024). Generative AI in writing workshops: A path to AI literacy. International Conference on AI Research, 4(1), 126–132. https://doi.org/10.34190/icair.4.1.3022
Ginting, P., Batubara, H. M., & Hasnah, Y. (2023). Artificial intelligence-powered editing writing tools as adaptable aids for academic writing: Insight from EFL college learners in writing the final project. International Journal of Multidisciplinary Research and Analysis, 6(10), 4640–4650. https://doi.org/10.47191/ijmra/v6-i10-15
Giray, L. (2024). The problem with false positives: AI detection unfairly accuses scholars of AI plagiarism. The Serials Librarian, 85(5-6), 181–189. https://doi.org/10.1080/0361526X.2024.2433256
Gonsalves, C. (2024). Generative AI’s impact on critical thinking: Revisiting Bloom’s taxonomy. Journal of Marketing Education. Advance online publication. https://doi.org/10.1177/02734753241305980
Grigorenko, A. (2021). Developing academic writing skills through reflection. European Proceedings of Social and Behavioural Sciences (EpSBS), 246–253. https://doi.org/10.15405/epsbs.2021.12.31
Haber, E., Jemielniak, D., Kurasiński, A., & Przegalińska, A. (2025). Navigating the regulatory and ethical landscape of AI in academia. In Using AI in academic writing and research: A complete guide to effective and ethical academic AI (pp. 119–137). Springer Nature Switzerland. http://dx.doi.org/10.1007/978-3-031-91705-9_9
Human-Vogel, S. (2008). The role of identity in self-regulation: When do students cope and when do they commit? Journal of Psychology in Africa, 18(1), 115–122. http://dx.doi.org/10.1080/14330237.2008.10820178
Jelson, A., Manesh, D., Jang, A., Dunlap, D., & Lee, S. W. (2025). An empirical study to understand how students use ChatGPT for writing essays. arXiv. http://arxiv.org/abs/2501.10551
Jungherr, A. (2023). Using ChatGPT and other large language model (LLM) applications for academic paper assignments. SocArXiv. http://dx.doi.org/10.31235/osf.io/d84q6
Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172. https://doi.org/10.1080/03075079812331380364
Li, M., & Wilson, J. (2025). AI-integrated scaffolding to enhance agency and creativity in K-12 English language learners: A systematic review. Information, 16(7), 519. https://doi.org/10.3390/info16070519
Lund, B., Lamba, M., & Oh, S. H. (2024). The impact of AI on academic research and publishing. arXiv. https://doi.org/10.48550/arXiv.2406.06009
Luo, L., Liu, J., & Xing, Q. (2024). Integrating AI and human feedback to optimize interdisciplinary proposal writing in science graduate students. Dalam 2024 4th International Conference on Educational Technology (ICET) (hlm. 383–387). IEEE. https://doi.org/10.1109/ICET62460.2024.10868044
Marcel, F., & Kang, P. (2024). Examining AI guidelines in Canadian universities: Implications on academic integrity in academic writing. Discourse and Writing/Rédactologie, 34, 93–126. https://doi.org/10.31468/dwr.1051
Medina, W. A., Flores Velásquez, C. H., Olivares Zegarra, S. R., Morales Romero, G. P., Andía, A. Q., Aybar Bellido, I. E., Palacios Huaraca, C. R., Aldana Trejo, F. H., & Bravo, N. A. (2024). Using ChatGPT in university academic writing: A bibliometric review study on the implications for writing reports, papers, essays, and theses. International Journal of Learning, Teaching and Educational Research, 23(12), 360–381. https://doi.org/10.26803/ijlter.23.12.19
Nugroho, A., Andriyanti, E., Widodo, P., & Mutiaraningrum, I. (2025). Students’ appraisals post-ChatGPT use: Students’ narrative after using ChatGPT for writing. Innovations in Education and Teaching International, 62(2), 499–511. http://dx.doi.org/10.1080/14703297.2024.2319184
Nugroho, A., Putro, N. H. P. S., Syamsi, K., Mutiaraningrum, I., & Wulandari, F. D. (2024). Teacher’s experience using ChatGPT in language teaching: An exploratory study. Computers in the Schools, 1–20. http://dx.doi.org/10.1080/07380569.2024.2441161
Octaberlina, L. R., Muslimin, A. I., Chamidah, D., Surur, M., & Mustikawan, A. (2024). Exploring the impact of AI threats on originality and critical thinking in academic writing. Edelweiss Applied Science and Technology, 8(6), 8805–8814. https://doi.org/10.55214/25768484.v8i6.3878
Oyedokun, G. E. (2025). AI and ethics, academic integrity and the future of quality assurance in higher education. In P. A. Okebukola (Ed.), AI and quality higher education (Vol. 3). Sterling Publishers.
Parker, J. L., Richard, V. M., Acabá, A., Escoffier, S., Flaherty, S., Jablonka, S., & Becker, K. P. (2024). Negotiating meaning with machines: AI’s role in doctoral writing pedagogy. International Journal of Artificial Intelligence in Education. Advance online publication. https://doi.org/10.1007/s40593-024-00425-x
Pujiastuti, I., Damaianti, V. S., Mulyati, Y., Sastromihardjo, A., & Lestari, D. (2025). Ketergantungan penggunaan AI pada pendidikan tinggi: Ancaman terhadap keterampilan membaca teks akademik. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(2), 473–484. https://doi.org/10.30872/diglosia.v8i2.1243
Sarkar, A. (2023). Exploring perspectives on the impact of artificial intelligence on the creativity of knowledge work: Beyond mechanised plagiarism and stochastic parrots. Proceedings of the 2nd Annual Meeting of the Symposium on Human-Computer Interaction for Work, 1–17. https://doi.org/10.1145/3596671.3597650
Song, N. (2024). Higher education crisis: Academic misconduct with generative AI. Journal of Contingencies and Crisis Management. Advance online publication. https://doi.org/10.1111/1468-5973.12532
Taiye, M., High, C., Velander, J., Matar, K., Okmanis, R., & Milrad, M. (2024). Generative AI-enhanced academic writing: A stakeholder-centric approach for the design and development of CHAT4ISP-AI. Proceedings of the 39th ACM/SIGAPP Symposium on Applied Computing, 74–80. https://doi.org/10.1145/3605098.3636055
Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454–476. https://doi.org/10.1002/berj.3215
Wang, C. (2024). Exploring students’ generative AI-assisted writing processes: Perceptions and experiences from native and nonnative English speakers. Technology, Knowledge and Learning, 1–22. https://doi.org/10.1007/s10758-024-09744-3
Wang, C., Aguilar, S. J., Bankard, J. S., Bui, E., & Nye, B. (2024). Writing with AI: What college students learned from utilizing ChatGPT for a writing assignment. Education Sciences, 14(9), 976. https://doi.org/10.3390/educsci14090976
Werdiningsih, I., Marzuki, & Rusdin, D. (2024). Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing. Cogent Arts & Humanities, 11(1), Article 2392388. https://doi.org/10.1080/23311983.2024.2392388
Wiredu, J. K., Abuba, N. S., & Zakaria, H. (2024). Impact of generative AI in academic integrity and learning outcomes: A case study in the Upper East Region. Asian Journal of Research in Computer Science, 17(8), 70–88. https://doi.org/10.9734/ajrcos/2024/v17i7491