Use of Generative AI in Academia: Collaborative Autoethnographic Perspectives from NNES and NES Scholars

The advancement of Generative AI (GenAI) has shaped the ways people learn, teach, and perform research in the field of academia. However, there is a lack of studies that explore how GenAI makes differences on both Native English Speaking (NES) and Non-Native English-Speaking (NNES) scholars' academic work and experiences. This study aims to examine the experiences and perceptions of two Asian NNES Ph.D. students and two American NES professors regarding the use of GenAI tools in their academic work, through a Collaborative Autoethnography (CAE) approach. Data were collected through individual and group reflections, analyzed using the Technology Acceptance Model (TAM). The study revealed that NNES scholars primarily use GenAI tools to overcome linguistic barriers in academic writing, while NES scholars are more driven by curiosity and the potential for academic innovation. Both groups identified benefits and challenges, including improved writing quality and ethical concerns regarding GenAI use. GenAI tools hold promise for enhancing academic productivity and leveling linguistic disparities in academia. However, there is a need for ethical guidelines and training to mitigate over-reliance, overcome hallucination phenomenon and ensure responsible use. Future research should focus on broader applications and long-term impacts of GenAI in academia.