@inproceedings{chitez-etal-2026-human,
title = "Is Human{--}{LLM} Interaction Culture-Dependent? A Cross-Linguistic {NLP} Analysis of Student Interviews on {AI}-Assisted Thesis Writing",
author = "Chitez, Madalina and
Csuros, Karla and
Mili{\'c}evi{\'c}, Dejana Jelena and
Osenova, Petya and
Marinov, Stefan and
Valchev, Teodor and
Paev, Nikolay and
Kruse, Otto and
Rapp, Christian and
Dinca, Andreea and
Rogobete, Roxana and
Doroholschi, Claudia and
Punga, Loredana and
Costache, Anabella and
Tucan, Dumitru and
Baniceru, Cristina",
editor = "Montejo-Raez, Arturo and
Grisot, Cristina and
Blochowiak, Joanna and
Ljube{\v{s}}i{\'c}, Nikola and
Battaner, Elena and
Rigau, German",
booktitle = "Proceedings of Shaping Multilingual, Multimodal {AI} for the Social Sciences and Humanities ({LLM}s4{SSH}) @ {LREC} 2026",
month = may,
year = "2026",
address = "Palma de Mallorca (Spain)",
publisher = "ELRA Language Resources Association (ELRA)",
url = "https://aclanthology.org/2026.llms4ssh-1.4/",
doi = "10.63317/2mzwfdv4kba5",
pages = "39--44",
abstract = "This study investigates whether human{--}LLM interaction in academic writing exhibits cross-cultural variation. Using NLP-informed corpus methods, we analyze nine semi-structured student interviews from three national contexts (Romania, Bulgaria, Switzerland) to examine how AI use is linguistically constructed across three dimensions of epistemic positioning: agency strength, authority dynamics, and discourse-level stance. Results show a strong predominance of distancing and hedging strategies, with AI consistently framed as a functional writing support tool rather than an epistemic authority. At the same time, modest but systematic cross-country differences indicate culturally embedded variation in how students discursively negotiate epistemic responsibility and evaluation in AI-assisted writing practices."
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<abstract>This study investigates whether human–LLM interaction in academic writing exhibits cross-cultural variation. Using NLP-informed corpus methods, we analyze nine semi-structured student interviews from three national contexts (Romania, Bulgaria, Switzerland) to examine how AI use is linguistically constructed across three dimensions of epistemic positioning: agency strength, authority dynamics, and discourse-level stance. Results show a strong predominance of distancing and hedging strategies, with AI consistently framed as a functional writing support tool rather than an epistemic authority. At the same time, modest but systematic cross-country differences indicate culturally embedded variation in how students discursively negotiate epistemic responsibility and evaluation in AI-assisted writing practices.</abstract>
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%0 Conference Proceedings
%T Is Human–LLM Interaction Culture-Dependent? A Cross-Linguistic NLP Analysis of Student Interviews on AI-Assisted Thesis Writing
%A Chitez, Madalina
%A Csuros, Karla
%A Milićević, Dejana Jelena
%A Osenova, Petya
%A Marinov, Stefan
%A Valchev, Teodor
%A Paev, Nikolay
%A Kruse, Otto
%A Rapp, Christian
%A Dinca, Andreea
%A Rogobete, Roxana
%A Doroholschi, Claudia
%A Punga, Loredana
%A Costache, Anabella
%A Tucan, Dumitru
%A Baniceru, Cristina
%Y Montejo-Raez, Arturo
%Y Grisot, Cristina
%Y Blochowiak, Joanna
%Y Ljubešić, Nikola
%Y Battaner, Elena
%Y Rigau, German
%S Proceedings of Shaping Multilingual, Multimodal AI for the Social Sciences and Humanities (LLMs4SSH) @ LREC 2026
%D 2026
%8 May
%I ELRA Language Resources Association (ELRA)
%C Palma de Mallorca (Spain)
%F chitez-etal-2026-human
%X This study investigates whether human–LLM interaction in academic writing exhibits cross-cultural variation. Using NLP-informed corpus methods, we analyze nine semi-structured student interviews from three national contexts (Romania, Bulgaria, Switzerland) to examine how AI use is linguistically constructed across three dimensions of epistemic positioning: agency strength, authority dynamics, and discourse-level stance. Results show a strong predominance of distancing and hedging strategies, with AI consistently framed as a functional writing support tool rather than an epistemic authority. At the same time, modest but systematic cross-country differences indicate culturally embedded variation in how students discursively negotiate epistemic responsibility and evaluation in AI-assisted writing practices.
%R 10.63317/2mzwfdv4kba5
%U https://aclanthology.org/2026.llms4ssh-1.4/
%U https://doi.org/10.63317/2mzwfdv4kba5
%P 39-44
Markdown (Informal)
[Is Human–LLM Interaction Culture-Dependent? A Cross-Linguistic NLP Analysis of Student Interviews on AI-Assisted Thesis Writing](https://aclanthology.org/2026.llms4ssh-1.4/) (Chitez et al., LLMs4SSH 2026)
ACL
- Madalina Chitez, Karla Csuros, Dejana Jelena Milićević, Petya Osenova, Stefan Marinov, Teodor Valchev, Nikolay Paev, Otto Kruse, Christian Rapp, Andreea Dinca, Roxana Rogobete, Claudia Doroholschi, Loredana Punga, Anabella Costache, Dumitru Tucan, and Cristina Baniceru. 2026. Is Human–LLM Interaction Culture-Dependent? A Cross-Linguistic NLP Analysis of Student Interviews on AI-Assisted Thesis Writing. In Proceedings of Shaping Multilingual, Multimodal AI for the Social Sciences and Humanities (LLMs4SSH) @ LREC 2026, pages 39–44, Palma de Mallorca (Spain). ELRA Language Resources Association (ELRA).