This study investigates the integration of Generative Artificial Intelligence (GenAI) tools in academic literacy development among university students, focusing on source-based academic writing. Through a mixed-methods approach, we surveyed 329 students from seven universities across Hong Kong and Mainland China to understand their GenAI usage patterns, tool preferences, and awareness of limitations. The survey was complemented by focus group interviews with 50 participants and individual interviews with nine students. Findings reveal that students primarily use GenAI tools for brainstorming, generating outlines, and grammar checking in academic reading and writing. While students demonstrate awareness of GenAI limitations, particularly regarding factual accuracy and handling complex tasks, their understanding of GenAI bias is comparatively lower. Based on these findings, a pedagogical framework was proposed to enhance students' critical and ethical use of GenAI in academic reading and writing. This framework can provide practical guidelines for university educators to effectively integrate GenAI tools into their teaching practices while addressing potential limitations and ethical concerns. The study contributes to the growing discourse on GenAI in education and offers concrete strategies for improving academic literacy in the digital age.

Authors:
Kevin Yung, The Education University of Hong Kong, Hong Kong

About the Presenter(s)
Dr Kevin Yung is a University Associate Professor/Senior Lecturer at The Education University of Hong Kong in Hong Kong

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