Generative artificial intelligence in language education research: practices of use, expectations and approaches to responsible use
DOI:
https://doi.org/10.17721/2663-0303.2026.1.01Keywords:
generative artificial intelligence, language education, research activity, research ethicsAbstract
Background. The rapid integration of generative artificial intelligence into education and academic work has intensified discussions about the possibilities, limitations, and ethical implications of AI-assisted research practices. In language education research, this issue is especially sensitive because academic writing, interpretation, and language formulation constitute a central part of scholarly activity rather than a purely technical component. Recent international and Ukrainian studies increasingly focus on academic integrity, AI literacy, transparency of AI use, and the role of generative technologies in supporting academic writing, language learning, and research-related tasks. At the same time, the everyday research practices of students and early-career researchers remain insufficiently explored, particularly in the Ukrainian context.
The aim of the article is to examine how generative artificial intelligence is currently understood and used in language education research and to identify contemporary tendencies in attitudes toward AI-assisted academic work in Ukrainian and international academic discourse. The objectives are: (1) to analyse current approaches to the use of generative AI in educational and research contexts; (2) to identify major tendencies in Ukrainian and international discussions of AI-assisted research practices, academic integrity, and AI literacy; (3) to investigate how students and early-career researchers use generative AI tools in their own research activity; and (4) to explore perceptions of acceptable and unacceptable forms of AI-assisted academic work.
Method. The study combines an analysis of recent Ukrainian and international scholarship with an empirical survey of 26 students, postgraduate students, and graduates of language education programs at Ukrainian higher education institutions who had experience preparing conference abstracts, research articles, or master's theses. The questionnaire focused on the types of AI tools used, purposes of use, attitudes toward AI-assisted research practices, and perceptions of ethical boundaries in academic work.
Results and discussion. The findings demonstrate that generative chatbots and language-support tools dominate over specialised AI-assisted scholarly discovery instruments in the everyday practices of young researchers. Participants reported frequent use of AI for editing, translation, text structuring, brainstorming, and language support, while attitudes toward more autonomous forms of AI-generated research remained considerably more cautious. The study confirms broader international tendencies toward the normalisation of AI-assisted academic work while also revealing uncertainty regarding acceptable limits of AI involvement in research procedures. The findings indicate the need for clearer institutional and professional approaches to regulating AI-assisted research practices in the preparation of future language educators and researchers.
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