UKRAINIAN PHD STUDENTS' ATTITUDES TOWARD AI LANGUAGE PROCESSING TOOLS - Abstract and Survey Results on English for Academic Purposes

Oct 15, 2026

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Mastering academic writing skills in English is essential for future researchers, and AI language processing tools are widely used for translation, editing, and stylistic enhancement. Yet, within English for Academic Purposes (EAP) courses, their adoption raises mixed reactions among educators and ethical concerns. The study examines perceptions of AI tools among 52 PhD students at the National Academy of Sciences of Ukraine, based on surveys and a small intervention using Grammarly, QuillBot, and ChatGPT.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Survey design and participants

Tool categories and expected use

Ethics and perceptions

Concerns about academic integrity

Intervention with editing tools

Comparing Grammarly, QuillBot, and ChatGPT

Findings and pedagogical implications

UKRAINIAN PHD STUDENTS' ATTITUDES TOWARD AI LANGUAGE PROCESSING TOOLS IN THE CONTEXT OF ENGLISH FOR ACADEMIC PURPOSES Natalie Kramar,1 Senior Researcher, PhD in Philology, Research and Educational Center of Foreign Languages, National Academy of Sciences of Ukraine [kra_nat@ukr.net](kra_nat@ukr.net) ORCID: 0000-0001-5767-9200 Yaroslava Bedrych,2 Associate Professor, PhD in Philology, Research and Educational Center of Foreign Languages, National Academy of Sciences of Ukraine [bedrych@ukr.net](bedrych@ukr.net) ORCID: 0000-0001-8634-3124 Zinaida Shelkovnikova,3 Associate Professor, PhD in Philology, Research and Educational Center of Foreign Languages, National Academy of Sciences of Ukraine [z.shelkovnikova@gmail.com](z.shelkovnikova@gmail.com)[ ](z.shelkovnikova@gmail.com)[ORCID](ORCID: 0000-0002-1112-627X)[: 0000-0002-1112-627X](ORCID: 0000-0002-1112-627X) Abstract. Mastering academic writing skills in English is essential for future researchers. At present, AI language processing tools provide high-quality, accessible, and fast assistance for translation, editing, and stylistic enhancement of scientific texts. However, their use within English for Academic Purposes (EAP) courses generates mixed reactions among educatorsand raises ethical concerns. Our study aimed to explore the predominant perceptions of AI language processing tools by PhD students of the National Academy of Sciences of Ukraine (NASU) from the viewpoint of their integration into the academic English course taught in the first year of their PhD studies. The study involved 52 PhD students from various NASU institutes. They completed a survey with both closed-ended and open-ended questions regarding their previous and expected use of online translators, writing enhancement tools, and ChatGPT for research writing purposes. The results of the survey show that NASU PhD students have extensive experience with online translators, but are less familiar with writing enhancement tools and less certain about their potential use in the future. Almost a third of 1 Corresponding author, responsible for conceptualization, methodology, data analysis, writing an original draft. 2 Co-author, responsible for data collection, visualization, writing and editing. 3 Co-author, responsible for data analysis, review and editing, resources. the respondents expressed reservations about using ChatGPT for academic writing due to academic integrity concerns. Most of the respondents (66%) agree that the basics of ethical use of AI writing and editing tools should be incorporated into EAP courses. One subgroup of the participants (n = 11) took part in a small-scale additional intervention focused on writing enhancement tools. They were asked to apply Grammarly, QuillBot, and ChatGPT to edit their course projects (presentations ofthe current state of their dissertation research) and compare these tools according to various criteria. The feedback provided by this subgroup indicates that they were most satisfied with the quality of editing provided by ChatGPT but found Grammarly and QuillBot easier to use and more suitable for superficial grammar checks. We found out that the AI tools helped participants achieve improvements primarily in such aspects as the use of articles, punctuation, use of prepositions, and elimination of redundancy. The study has significant pedagogical implications, promoting the wider use of AI tools in the context of teaching English for Academic Purposes and addressing appropriate teaching techniques and methods. Keywords: AI language processing tools, English for Academic Purposes, writing enhancement tools, online translators, ChatGPT. СТАВЛЕННЯ УКРАЇНСЬКИХ АСПІРАНТІВ ДО ІНСТРУМЕНТІВ ОБРОБКИ МОВИ НАОСНОВІ ШІ В КОНТЕКСТІ АНГЛІЙСЬКОЇ МОВИ ДЛЯ АКАДЕМІЧНИХ ЦІЛЕЙ Оволодіння навичками академічного письма англійською мовою є ключовим длямайбутніх науковців. На сьогодні, ШІ-технології обробки мови надають якісну,доступну та швидк

FAQs

What AI language processing tools were investigated in the study?

The study focused on online translators, writing enhancement tools, and ChatGPT for research writing purposes, with an additional intervention using Grammarly and QuillBot as well.

What were PhD students most concerned about regarding ChatGPT?

Most students expressed reservations about using ChatGPT for academic writing due to academic integrity concerns.

Which tool was reported as most satisfying for editing, and what improvements were noted?

Participants reported the highest satisfaction with ChatGPT editing quality, and the tools helped mainly with articles, punctuation, prepositions, and reducing redundancy.

Oct 15, 2026

Uploaded by Đào