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Implementing AI Literacy Teaching in University-Level L2 Writing Instruction: Exploring One Pedagogical Approach

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Title: Implementing AI Literacy Teaching in University-Level L2 Writing Instruction: Exploring One Pedagogical Approach
Language: English
Authors: Angela Hakim (ORCID 0000-0002-8319-7675)
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
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  Data: Implementing AI Literacy Teaching in University-Level L2 Writing Instruction: Exploring One Pedagogical Approach
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Freshman+Composition%22">Freshman Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink>
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  Data: 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.
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Writing Instruction
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