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AI-writing tools in education: if you can’t beat them, join them
Open accessAbstract
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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“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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From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [9]
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Warschauer, M. (1998) · Routledge eBooks · doi:10.4324/9781410604682 · Cited by 81
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“This is consistent with research illustrating concrete misconduct examples within students’ specific fields (Tseng and Warschauer 2023).”
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Metadata
- 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
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › 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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