Revue algérienne des lettres
Volume 10, Numéro 1, Pages 209-228
2026-06-30
Phd Students’ Engagement With Generative Ai In Doctoral Academic Writing : Supportive Functions, Risks Of Over-reliance, And Implications For Scholarly Development
Authors : Guerch Fatima Zohra . Messaoudi Nouria .
Abstract
Doctoral studies usually require extensive reading, empirical experimentation, extended academic writing and careful considerations of ethical guidelines, all of which impose considerable pressure on PhD students, particularly in AI-enabled environments. This study, therefore, examines how PhD students engage with generative AI as a cognitive and pedagogical resource in doctoral academic writing without compromising academic integrity. Grounded in socio-cognitive theory, cognitive load theory, and self-regulated learning (SRL), the study adopts a cross-sectional survey design. Data were collected from multiple Algerian universities, including 109 survey responses from different PhD programs. Findings revealed that PhD students had widely adopted AI tools in their academic trajectories, such as plagiarism detection software, large language models, paraphrasing tools, and AI-enabled research databases. Thematic analysis indicated that students perceived tangible benefits from AI. However, the most recurring concern was the different perceptions towards the disclosing of AI text usage in their written papers. In response, the study proposes a principled framework for the responsible integration of AI in doctoral education, emphasizing guided use that promotes self-regulation, critical evaluation, and academic integrity.
Keywords
PhD Students ; Generative AI ; Academic Writing ; Self-Regulation Learning Theory ; Ethical Guidelines
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