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AI writes, we collaborate—or vice versa? Group strategies for using generative AI in collaborative writing assignments
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DOI：10.1016/j.caeo.2026.100390.png)
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Abstract
En 中文
Generative AI (Gen-AI) tools have gained immense popularity among university students, offering advantages such as reduced time for assignment preparation, enhanced product quality, and accelerated learning. When combined with the benefits of collaborative learning (CL), the group use of Gen-AI holds significant potential. The present study aims to explore how students use Gen-AI during the preparation of a group writing assignment in their academic writing course. Semi-structured interviews were conducted with 10 postgraduate students majoring in AI research, and the data was analysed using thematic analysis. Two independent coders employed QDA Miner Lite software and adhered to Braun and Clarke’s (2006) thematic analysis. As a result of analysis, three themes emerged: 1) group strategy: how students establish and implement strategies of collaborative work with Gen-AI application; 2) strategy characteristics: specific Gen-AI functions addressed by students; 3) strategy considerations: perceived benefits, limitations, and other factors affecting group uses of Gen-AI. The findings reveal that students employ Gen‑AI either through pre‑planned strategies or spontaneous, individually-driven interactions coordinated through shared documents. In both cases, Gen‑AI supported not only language and ideation but also integration, helping merge parallel sections into a coherent text and underscoring the need for coordination and verification.
Keywords:
Academic writing
Collaborative learning (CL)
Generative artificial intelligence (Gen-AI)
Group writing assignments
Student-Gen-AI interaction
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