Studies in Linguistics and Language Education
Volume 2, Numéro 1, Pages 25-37
2026-06-30

Ai-mediated Academic Discourse And Language Identity: A Critical Discourse Analysis Of Meaning-making In Higher Education



Authors : Makulilo Prisca . Shindika Emmanuel . Maturo Bertha .

Abstract

ABSTRACT: This study examines AI-mediated academic discourse as a site of meaning-making and language identity construction in higher education through Critical Discourse Analysis (CDA). The study adopts a qualitative research design to enable an in-depth interpretation of discursive patterns in AI-mediated academic texts. A total of 50 AI-generated/Aided academic texts were sampled purposively from undergraduate and postgraduate students of higher education institutions. The study focuses on AI-mediated discourse in academic texts produced in academic support services for students such as helping students with their coursework, writing support and formative feedback. Based on Fairclough’s three-dimensional model of CDA and sociolinguistic concepts of identity and power relations in academic discourse, the study examines modality, meanings and language structures which are used to express power relations such as authority, academic language and authorship/voice in the discourse of academic support services provided through AI-mediated academic texts. The study establishes that the language structures used in the AI-generated/Aided academic texts are highly modalized, more declarative and formal and presented rigid and unchanging academic language. The findings also establish that the discourse in the academic texts produced through use of AI reinforce and maintain dominant academic language varieties and styles and suppress varied meanings and representations. The AI-mediated academic discourse conceals the identity of the human writer and reduced the Academic Voice to sameness. Hence, the study recommends language awareness, authorship and identity in AI-enhanced higher education institutions.

Keywords

AI discourse ; Language identity ; Meaning making ; Academic voice ; Language education

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