High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing

This research employed metaphor analysis to explore 277 postgraduate students’ perceptions of the role of generative artificial intelligence (GenAI) in academic writing. All participants were international students, from a total of 14 countries and regions, studying in the United Kingdom. Data collection was carried out in two phases. The first was a survey comprising demographic and metaphor-related questions, and the second involved metaphor checking, in which participants provided screenshots of their interactions with GenAI. The data, which were analyzed both qualitatively and quantitatively, yielded 53 unique metaphors for the concept of GenAI in academic writing. We divided these into four conceptual…

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  University Grants Committee