Speaker
ABSTRACT
The rise of AI-driven language tools, such as translation applications and large language models, has significantly transformed language teaching and learning practices. These tools serve various functions, from acting as conversation partners and translating between languages to providing detailed feedback on students’ work, making them invaluable to many second language learners. Their widespread availability and ease of use have led to increased integration in language classrooms and independent study alike. While both students and teachers recognize their benefits, concerns have emerged about these tools potentially exceeding their role as learning aids, undermining learners’ agency, and hindering the development of independent writing skills. This study examines students’ perceptions of learner agency when using AI-driven language tools. Specifically, it explores how students perceive their own and their peers’ agency in the context of using Google Translate and ChatGPT for essay writing assignments. By focusing on these perceptions, the research aims to contribute to a deeper understanding of how AI tools influence learner agency and autonomy in the writing class.
KEYWORDS
Agency, AI Tools, Essay Writing,
| TITLE | Students’ Views on Using ChatGPT and Google Translate in Essay Writing |
|---|---|
| RELEVANT SIG | Computer Assisted Language Learning (CALL) |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
