36


Survey results do not provide sufficient evidence to suggest the overwhelming impact of the EBP programming on students’ AI awareness. However, they do point to a pattern of (self-perceived) increasing awareness of AI as part of students’ evolving academic literacies and discourse socialization (Kobayashi, Zappa-Hollman & Duff, 2017; Marshall & Marr, 2018; Wingate & Tribble, 2012).


IMPACT OF EBP ON STUDENTS’ AI AWARENESS: INTERVIEWS AND TEXTUAL ANALYSIS


From interviews with two Mandarin L1 students, Stewart and Kevin, along with an analysis of three versions of their research papers over the span of six months, three main trends were identified vis-à-vis AI awareness. First, both students displayed an improved ability to attribute ideas to the original authors while paraphrasing. Second, both showed growing awareness of both Chicago and APA style guidelines as they attempted to meet the demands of instructors from content (History) and language (Academic Reading & Writing) courses at the EBP. This improved understanding manifested itself in both improved in-text citations and style- appropriate references sections. Third, and perhaps most importantly, both students displayed an improved ability to effectively weave sources into the body of their papers, in particular an ability to ‘chunk’ sources at the end of sentences in the introduction and discussion sections of their papers (See Appendix 3). Overall, Stewart and Kevin’s research papers over the course of an academic year are evidence of the positive impact of the EBP on their AI awareness. Nowhere was this clearer than in students’ evolving ability to write with sources, a


James Corcoran and Bruce Russell


foundational academic literacy practice across disciplines (Pecorari & Petrić, 2014; Wingate, 2015).


One additional finding of note from textual analysis of students’ research papers was a distinct absence of direct quotation in later drafts. When asked to reflect on why they had chosen not to include any direct quotations from their sources, they both explained that, as a result of feedback from both content and language instructors about unintentional plagiarism, it was perhaps safer for them to simply paraphrase without the inclusion of authors’ exact words. Student concerns about unintentional plagiarism suggest an elevated level of AI awareness among these Mandarin L1 students, something noteworthy given this particular student population’s challenges on this front (Gu & Brooks, 2008; Hu & Lei, 2012; Shi, 2004). However, these findings also raise the question of whether or not particular instructional practices may be dissuading EAL students from engaging in more complex, effective writing practices that can (and often do, for several rhetorical purposes) include instances of direct quotation. This finding may present food for thought for EAP tutors looking to both improve the complexity of their students’ writing with sources, as well as protect their students from being sanctioned for an AI infraction as they develop their L2 writing skills.


CONCLUSIONS


This small, mixed methods study points to the clear impact EBP programming has had on students’ academic literacies, including their increased awareness of AI, as they are socialized into the academic community at CCU. Quantitative analysis of survey data


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