Hossain (2026) — cs.CY / cs.AI / cs.HC 📄 Full text (arXiv)
Hossain (2026) develops a typology of LLM reliance among undergraduate writers at a minority-serving R1 institution, identifying four distinct profiles: strategic scaffolders who use AI for idea generation and structure, critical editors who revise AI output substantially, passive acceptors who submit AI-generated text with minimal changes, and uncritical delegators who offload entire assignments. The mixed-methods design combines survey data with qualitative interviews, revealing that self-efficacy and prior academic preparation are the strongest predictors of the reliance type. The over-reliance types (passive acceptors and uncritical delegators) were disproportionately represented among students with lower writing self-efficacy, raising equity concerns. The findings directly inform ai-literacy curriculum design by identifying which student populations need targeted support. The study contributes to writing-education research by mapping how student-experience of AI writing tools varies across a diverse student body, challenging one-size-fits-all AI policies in higher-ed.