Speaker
KEYWORDS
Generative artificial intelligence (GenAI), learner agency
ABSTRACT
In recent years, generative artificial intelligence (GenAI) has significantly transformed English language learning, particularly in English as a Medium of Instruction (EMI) contexts. Tools such as translation apps and text generation platforms like ChatGPT have become readily accessible, providing students who previously struggled with English assignments valuable support. However, the impact of these tools on language acquisition is not straightforward. The effectiveness of AI in enhancing learning outcomes largely hinges on students’ autonomy and agency in leveraging these resources. This presentation will share findings from an action research study that investigates how students adapt AI-generated English texts in their assignments. A class of 20 students was be tasked with presenting their pre-AI texts, AI-generated texts, and their post-AI texts in a writing assignment. The research will include a linguistic analysis to quantify differences between the AI-generated and post-AI texts, followed by interviews to explore students’ rationales for accepting, accommodating, or rejecting AI contributions. The findings will shed light on the interplay between agency and autonomy in AI-assisted learning, offering both theoretical and pedagogical implications for learner empowerment in language education.
| TITLE | Empowering learners: Navigating agency in AI-assisted language learning |
|---|---|
| RELEVANT SIG | Computer Assisted Language Learning (CALL) |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
| First-time presenter? | First-time presenter |
