AI-writing tools in education: If you can’t beat them, join them
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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.
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Researchers have begun to frame AI as a machine-in-the-loop collaborator-an intelligent co-participant in writing processes rather than a replacement for the human writer.
“researchers have begun to frame AI as a”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [9]
Support for English writing is crucial in academic and professional settings for those struggling with English writing.
“Such support is crucial in academic and professional settings for those struggling with English writing (Jacob et al., 2023; Tseng & Warschauer, 2023; Warschauer et al., 2023).”
From “ChatGPT seems too good to be true”: College students’ use and perceptions of generative AI (2024) · cites this paper as Tseng & Warschauer, 2023
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“Previous studies ([11], [12]) have analyzed the post-editing model of human-machine collaboration, pointing out that post-editing capabilities consist of sub-abilities such as bilingual conversion ability, language proficiency, search ability, problem identification/classification/correction…”
Inteligencia artificial para aprender idiomas entre universitarios japoneses
Aroz, A., Hirose, H., Nishimura, K., & Cassany, D. (2025) · Cuadernos CANELA: Revista anual de Literatura, Pensamiento e Historia, Metodología de la Enseñanza del Español como Lengua Extranjera y Lingüística de la Confederación Académica Nipona, Española y Latinoamericana · doi:10.2107/canela.36.0_145
Shu-yi, C., & Wei-tao, Y. (2025) · Journal of literature and art studies · doi:10.17265/2159-5836/2025.07.002
Evaluating Generative AI in Education: LLM as English Tutor
Vargas, H. J., Pereira, R. L. C. S., de Moraes, A. F., & Silva, L. A. (2025) · Advances in intelligent systems and computing · doi:10.1007/978-3-031-99474-6_40
- Authors
- Tseng, W., & Warschauer, M.
- Affiliations
- University of California, Irvine (US)
- Corresponding author
- Tseng, Waverly
- Venue
- Journal of China Computer-Assisted Language Learning
- Publisher
- Walter de Gruyter GmbH
- Published
- 2023-05-09
- Volume
- 3
- Issue
- 2
- Pages
- 258-262
- ISSN
- 2748-3479 (ISSN-L)
- OpenAlex
- W4377826540
- Cited by
- 119
- References
- 2
- Citations by year
- 2026: 26 · 2025: 54 · 2024: 32 · 2023: 7
- FWCI
- 27.93
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Journal of China Computer-Assisted Language Learning (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- AI writing tools, ChatGPT, second language writing, AI literacy, pedagogical framework, human-AI collaboration, AI-generated text, technology integration in language education
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