研究学生如何分阶段使用AI写作，发现三种典型模式。
Co-Writing with AI: An Empirical Study of Diverse Academic Writing Workflows
- 按写作阶段划分AI使用：早期学用、后期精修、全程辅助
- 107名学生调查+12名研究生访谈，揭示使用模式与信心、信任相关
- 适合关注AI写作伦理、教学设计的研究者和教师
尽管AI工具在学术实践中日益普及，但对其如何融入学生写作过程仍知之甚少。本研究通过两项实证分析，考察大学生在五阶段写作流程（构思、资料搜集、规划、起草、修改）中使用AI的情况，及其受人工智能素养、写作自信、信任度、作者身份顾虑和动机等因素的影响。研究1对107名英国大学生进行问卷调查，识别出任务特定与共现的AI使用模式；研究2通过对12名研究生的深度访谈，探索这些模式在实际写作中的整合方式。结果表明，AI使用具有选择性和异质性，形成三种价值导向的配置：（1）早期阶段（学习导向），用于探索与理解；（2）晚期阶段（质量导向），用于起草与润色；（3）边缘化使用（效率导向），用于降低摩擦、维持进度。研究提供了面向工作流程的学术写作中AI支持的系统性描述，揭示学生如何权衡学习、质量、效率与作者责任，并评估其生成内容。
原文摘要 · Abstract (English)
Despite AI tools becoming increasingly embedded in academic practice, little is known about how university students integrate them into their writing processes. We examine how students engage with AI across different writing tasks, and how this engagement is shaped by individual factors including AI literacy, writing confidence, trust, authorship concerns, and motivation. Study~1 surveys 107 UK university students to map task-specific and co-occurring patterns of AI use across five writing stages (ideation, sourcing, planning, drafting, and reviewing) and their associations with individual factors. Study~2 complements this by exploring how these patterns can be assembled in practice, through interviews with 12 postgraduates reflecting on their established use of AI in assessed writing. Together, the studies suggest that AI integration is selective and heterogeneous, forming three recurring and value-oriented configurations: (1) early-stage (learning-oriented), where tools support exploration and understanding; (2) late-stage (quality-oriented), where tools support drafting and refinement; and (3) peripheral (productivity-oriented), where tools are used to reduce friction and sustain momentum across the process. We offer a workflow-level account of AI-supported academic writing, showing how students navigate competing priorities of learning, quality, productivity, and authorship, and how they evaluate and take responsibility for AI-generated outputs.
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