Artificial Intelligence (AI) tools are reshaping academic writing, yet their impact on disciplinary voice in writing for publication remains underexplored. This study examines the integration of AI in a writing-for-publication course, using a pedagogical framework that emphasizes human-human interaction to develop feedback-seeking strategies. Fifty-five linguistically and disciplinarily diverse doctoral students engaged in structured activities to explore how AI can support and challenge their disciplinary voices. Through textual analysis of students’ reflections and interactions with AI, findings reveal that while these tools can enhance certain aspects of writing, their effective use requires critical engagement. Feedback-seeking emerged as a key skill, shaping how writers negotiate AI’s role in their writing process—determining when input from AI tools, which operate outside the students’ disciplinary boundaries, strengthens their writing and when disciplinary expertise remains essential. The study highlights the interplay between AI tools, feedback-seeking, and disciplinary voice, offering insights into their pedagogical potential in academic writing and writing for publication.

中文翻译：

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通过在 AI 辅助博士论文写作中寻求反馈来增强学科声音


人工智能 （AI） 工具正在重塑学术写作，但它们对出版写作中学科声音的影响仍未得到充分探索。本研究考察了人工智能在为出版物而写作的课程中的整合，使用强调人与人互动的教学框架来制定寻求反馈的策略。55 名语言和学科不同的博士生参与了结构化活动，以探索人工智能如何支持和挑战他们的学科声音。通过对学生的反思和与 AI 的互动进行文本分析，研究结果表明，虽然这些工具可以增强写作的某些方面，但要有效使用它们，需要批判性的参与。寻求反馈成为一项关键技能，它塑造了作家如何协商 AI 在写作过程中的角色——确定来自学生学科界限之外的 AI 工具的输入何时加强他们的写作，以及何时学科专业知识仍然是必不可少的。该研究强调了 AI 工具、寻求反馈和学科声音之间的相互作用，为它们在学术写作和出版写作中的教学潜力提供了见解。