AI-writing tools in education: if you can’t beat them, join them

Abstract

The release and rapid diffusion of ChatGPT has forced teachers and researchers around the world to grapple with the consequences of artificial intelligence (AI) for education. For second language educators, AI-generated writing tools such as ChatGPT present special challenges that must be addressed to better support learners. We propose a five-part pedagogical framework that seeks to support second language learners through acknowledging both the immediate and long-term contexts in which we must teach students about these tools: understand, access, prompt, corroborate, and incorporate. By teaching our students how to effectively partner with AI, we can better prepare them for the changing landscape of technology use in the world beyond the classroom.

Exploring Students’ Generative AI-Assisted Writing Processes: Perceptions and Experiences from Native and Nonnative English Speakers

“…Apart from the sounding better or sounding like me dilemma experienced by students, another paradox is whether AI caused missed learning opportunities or created new learning opportunities. As noted by the previous literature, AI-writing tools may rob students of essential learning experiences (Barrot, 2023a;Tseng & Warschauer, 2023). Adding to this concern from educators and scholars, the present study shows that the students themselves are also cognizant of the possible learning loss due to AI adoption.…”

“…Scholars have discussed how generative AI can be used in writing classrooms. Tseng and Warschauer (2023) point out that ChatGPT and AI-writing tools may rob language learners of essential learning experiences; however, if banning them, students will also lose essential opportunities to learn how to use AI in supporting their learning and their future work. They suggest that educators should not try to "beat" but rather "join" and "partner with" AI (p. 1).…”

“…Barrot (2023a) and Su et al (2023) both review ChatGPT's benefits and challenges for writing, pointing out that ChatGPT can offer a wide range of context-specific writing assistance such as idea generation, outlining, content improvement, organization, editing, proofreading, and post-writing reflection. Similar to Tseng and Warschauer (2023), Barrot (2023a) is also concerned about students' learning loss due to their use of generative AI in writing and their over-reliance on AI. Moreover, Su et al (2023) specifically raise concerns about the issues of authorship and plagiarism, as well as ChatGPT's shortcomings in logical reasoning and information accuracy.…”

An analysis of phenomena of consonant substitution and strategies for development for Cantonese EFL elementary learners: A case study

“…As artificial intelligence (AI) technology is developing rapidly, especially in education, the application of AI is changing the way we learn languages. In the case of ChatGPT, the learning ability and natural language processing technology of this AI teaching tool enable it to generate high-quality learning notes effortlessly (Tseng and Warschauer, 2023). Furthermore, ChatGPT can enhance student learning by interacting with students and providing accurate or associated answers.…”

“…The main contents of this guide are: Suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias (OpenAI, 2023). Instructors may lay a solid basis for their students' immediate learning and subsequent utilization of AI-based tools in educational and professional contexts by showing them how to use these tools in real-world learning events (Tseng and Warschauer, 2023). Nonetheless, English language instructors (ELTs) need to become more proficient in AI literacy since ELT is the field in which AI is used in education the most frequently.…”