Abstract:

In this paper, a method of integrating AI generated texts into teaching academic writing is presented. Increased use of artificial intelligence tools in higher education is changing students' learning processes and teaching approaches to academic writing. On the one hand, there is increased access to readily produced texts and assistance on assignment preparation, and on the other hand there is a demand for pedagogical approaches to critical thinking, language awareness, and responsible usage of AI. This paper reports on an approach that integrates AI generated texts into academic writing teaching. In this research, texts generated in English and Croatian using the same prompts were compared using their linguistic characteristics. A six-level analytical framework of text analysis is developed (lexical, syntactic, grammatical, discourse, stylistic and orthographic). Recurring features and language-specific characteristics are defined through comparison of the features observed at different levels. These features can be identified as, for example, lexical borrowing, syntactic transfer and terminological inconsistencies. Such phenomena occur more prominently in the Croatian text, which reflects the dominance of English as a training language of a language model. Those characteristics are framed not only as errors, but also as pedagogical tools for use in the classroom. Through certain types of learning activities (e.g., comparative analysis under guidance, collaborative writing and peer editing, reflective writing) students are encouraged to be active in learning from AI generated texts and critical language awareness, academic and digital literacy is gained. This paper shows that clear benefits are achieved through the teaching of AI generated texts, improving the ability of the students to identify what is effective or ineffective. This improves their academic language. However, it is important to emphasize that this approach only works if students possess the sufficient level of language knowledge necessary for accurate judgment. Hence, it is suggested that an adequate course must be provided to teach students what language awareness and academic writing are. This approach provides students with a guided learning opportunity instead of passively produced texts. In this manner, it enhances active, student-centered learning, as well as students' academic and digital competencies.

Keywords:

Artificial intelligence in education, academic writing, pedagogy, student learning, AI-written texts, critical language awareness, higher education, digital literacy, classroom innovation, curriculum design.