English is not my first language, and I have used AI tools to support the proofreading of my written work, particularly to improve grammar, clarity, and sentence structure. This support was used after drafting, and the content, arguments, and reflections remain my own.
I also experience ophthalmic migraines, during which working on a laptop or screen for extended periods is not always possible. In these instances, I drafted my writing by hand on paper and used AI-supported transcription tools to convert this handwritten or dictated content into a digital Word document that I could then edit directly. This use of AI supported accessibility and continuity of work rather than content generation.
In addition, I used AI as a supplementary research support tool. By outlining a specific topic or referencing articles I had previously read, the AI suggested potentially relevant academic resources. I then independently accessed, read, and evaluated these sources to determine their relevance and academic validity before incorporating them into my work.
Throughout the ARP unit, I used ChatGPT primarily for language support, transcription, and exploratory research guidance, and Grammarly for proofreading and stylistic corrections. AI tools were not used to generate original academic content, reflective analysis, or assessed material, but rather to support accessibility, clarity, and efficiency within my academic practice.