Speaker
ABSTRACT
This presentation addresses an attempt to support student agency and autonomy in academic writing using Al tools. Drawing on data from a five-lesson module with 28 university first-year students at the A1-A2 level, this study investigated in what way learners could take advantage of various AI tools in writing. Pre-course survey data indicated that most used Al only to translate (93%), while many hoped to learn further applications. Employing a systematic methodology within the classroom context, students engaged with various instruments such as ChatGPT and DeepLfor activities encompassing vocabulary enhancement, grammatical exercises, and ideation. Collaborative discussions highlighted the ethical implications of artificial intelligence utilization, emphasizing the importance of fostering student confidence in making educated decisions regarding the application of these tools. Based on classroom observation and student responses, this module seemed to encourage more active engagement with the writing tasks, as students gradually moved from basic translation to exploring the various applications of AI. The presentation will outline certain classroom activities and teaching strategies that other educators might find useful when introducing Al tools in ways that support learner autonomy. Preliminary findings and ongoing challenges in implementing this approach will also be presented.
KEYWORDS
AI-assisted writing, learner autonomy, digital literacy
| TITLE | Empowering Student Choices: AI Tools in Academic Writing |
|---|---|
| RELEVANT SIG | Computer Assisted Language Learning (CALL) |
| FORMAT | Practice-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
| First-time presenter? | First-time presenter |
