The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
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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“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]
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Warschauer, M. (1998) · Routledge eBooks · doi:10.4324/9781410604682 · Cited by 81
Using an ADAPT Approach to Integrate Google Translate into the Second Language Classroom
Knowles, C. L. (2022) · L2 Journal · doi:10.5070/l214151690 · Cited by 19
Cited by
Sorted by citations
AI-generated feedback on writing: insights into efficacy and ENL student preference
Escalante, J., Pack, A., & Barrett, A. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00425-2 · Cited by 589
“The prevailing sentiment on GenAI seems to be that reforms are needed to adapt educational practices in accommodation of the technology (Fütterer et al., 2023; Tseng & Warschauer, 2023).”
BackgroundWarschauer, M., Tseng, W., Yim, S., Webster, T. J., Jacob, S. R., Du, Q., & Tate, T. P. (2023) · Journal of Second Language Writing · doi:10.1016/j.jslw.2023.101071 · Cited by 427
Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023) · doi:10.2139/ssrn.4404380 · Cited by 425
Self-citationBarrett, A., & Pack, A. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00427-0 · Cited by 391
“Some advocate working towards a coexistence with AI in education by establishing common goals and guided exploration of the limitations of the technology (Godwin-Jones, 2022; Tseng & Warschauer, 2023).”
BackgroundMeyer, J., Jansen, T., Schiller, R., Liebenow, L. W., Steinbach, M., Horbach, A., & Fleckenstein, J. (2024) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2023.100199 · Cited by 311
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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