Implementing AI Literacy Teaching in University-Level L2 Writing Instruction: Exploring One Pedagogical Approach
Saved in:
| Title: | Implementing AI Literacy Teaching in University-Level L2 Writing Instruction: Exploring One Pedagogical Approach |
|---|---|
| Language: | English |
| Authors: | Angela Hakim (ORCID |
| Source: | TESOL Journal. 2025 16(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Digital Literacy, Writing Instruction, Second Language Instruction, Teaching Methods, Freshman Composition, Accountability, Trust (Psychology) |
| DOI: | 10.1002/tesj.70050 |
| ISSN: | 1056-7941 1949-3533 |
| Abstract: | Since the release of ChatGPT, there has been considerable debate regarding whether and how L2 writing instructors might integrate GenAI tools and teaching toward AI literacy development into their instructional practices. A recent body of research has identified possible affordances and limitations of GenAI for L2 writing teaching and learning, but there are, to date, few practitioner accounts available. In this classroom exploration piece, I provide an overview of one pedagogical approach that I implemented in a first-year writing course for L2 writers. This approach aims to support students' development of AI literacy practices and to shift from a classroom culture warning of surveillance and academic misconduct repercussions to one of trust, transparency, and exploration as it relates to the uses of GenAI for written and multimodal communication. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481543 |
| Database: | ERIC |
| Abstract: | Since the release of ChatGPT, there has been considerable debate regarding whether and how L2 writing instructors might integrate GenAI tools and teaching toward AI literacy development into their instructional practices. A recent body of research has identified possible affordances and limitations of GenAI for L2 writing teaching and learning, but there are, to date, few practitioner accounts available. In this classroom exploration piece, I provide an overview of one pedagogical approach that I implemented in a first-year writing course for L2 writers. This approach aims to support students' development of AI literacy practices and to shift from a classroom culture warning of surveillance and academic misconduct repercussions to one of trust, transparency, and exploration as it relates to the uses of GenAI for written and multimodal communication. |
|---|---|
| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70050 |
