Chapter 2. Generative AI and Second Language Writing
Robert Godwin-Jones
Robert Godwin-Jones
Abstract
Integrating generative AI into second language (L2) writing has been a controversial issue, as L2 instructors fear students will simply copy and paste from AI. However, studies have shown a great deal of differentiation in language learner use of AI, varying according to goals, backgrounds, AI experience, and individual differences. Many studies have shown similar patterns to learner use of machine translation, namely students using the tools selectively, to look up words and phrases or check sentences. The use of AI systems can range from brainstorming topics and revision of first drafts to final editing assistance and many stages in between. The process often involves co-creation of texts, involving shared, distributed agency. That fact demonstrates that AI represents a disruptive technology that calls on teachers to revise writing assignments (emphasizing personal voice and authentic human experiences) and to find new approaches to assessment (moving beyond surface-level mechanics and grammar). Writing teachers may also want to have students document their use of AI (in reflective journals, for example). Additionally, having learners engage in human-to-human interactions, as in virtual exchange, can aid in developing pragmatic L2 competence, which is problematic for AI systems. Not integrating the use of AI in L2 writing instruction is scarcely a viable option at a time when writing of all kinds increasingly makes use of AI tools.
About the Contributor
Robert Godwin-Jones, Ph.D., is Professor in the School of World Studies at Virginia Commonwealth University (VCU). At VCU, he has served as Chair of the Department of Foreign Languages, Director of the Instructional Development Center (Office of Information Technology), and Director of the English Language Program (Office of International Education). He has served as a guest lecturer at universities in China, France, Germany, Vietnam, and India. His research is principally in applied linguistics, in the areas of language learning and technology and intercultural communication. He writes a regular column for the journal Language Learning & Technology on emerging technologies.
Citation
Godwin-Jones, R. (2025). Generative AI and second language writing. In L. Ohashi, M. Hillis, & R. Dykes (Eds.), Artificial intelligence in our language learning classrooms (pp. 42-57). Candlin & Mynard. https://doi.org/10.47908/38/2
Integrating generative AI into second language (L2) writing has been a controversial issue, as L2 instructors fear students will simply copy and paste from AI. However, studies have shown a great deal of differentiation in language learner use of AI, varying according to goals, backgrounds, AI experience, and individual differences. Many studies have shown similar patterns to learner use of machine translation, namely students using the tools selectively, to look up words and phrases or check sentences. The use of AI systems can range from brainstorming topics and revision of first drafts to final editing assistance and many stages in between. The process often involves co-creation of texts, involving shared, distributed agency. That fact demonstrates that AI represents a disruptive technology that calls on teachers to revise writing assignments (emphasizing personal voice and authentic human experiences) and to find new approaches to assessment (moving beyond surface-level mechanics and grammar). Writing teachers may also want to have students document their use of AI (in reflective journals, for example). Additionally, having learners engage in human-to-human interactions, as in virtual exchange, can aid in developing pragmatic L2 competence, which is problematic for AI systems. Not integrating the use of AI in L2 writing instruction is scarcely a viable option at a time when writing of all kinds increasingly makes use of AI tools.
About the Contributor
Robert Godwin-Jones, Ph.D., is Professor in the School of World Studies at Virginia Commonwealth University (VCU). At VCU, he has served as Chair of the Department of Foreign Languages, Director of the Instructional Development Center (Office of Information Technology), and Director of the English Language Program (Office of International Education). He has served as a guest lecturer at universities in China, France, Germany, Vietnam, and India. His research is principally in applied linguistics, in the areas of language learning and technology and intercultural communication. He writes a regular column for the journal Language Learning & Technology on emerging technologies.
Citation
Godwin-Jones, R. (2025). Generative AI and second language writing. In L. Ohashi, M. Hillis, & R. Dykes (Eds.), Artificial intelligence in our language learning classrooms (pp. 42-57). Candlin & Mynard. https://doi.org/10.47908/38/2
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Information About the Book
Title: Artificial Intelligence in Our Language Learning Classrooms Editors: Louise Ohashi, Mary Hillis, & Robert Dykes Read more... |