Speaker
ABSTRACT
While many learners and teachers are excited by the possibilities of AI-supported language learning, there is no consensus among educators about how and when such tools should be introduced in the classroom. Lacking such a consensus, the presenter will take the position that many beginner and lower intermediate L2 writers would benefit from largely avoiding the use of AI until their own writing knowledge has developed. Furthermore, many teachers would prefer to minimize the likelihood of improper use of AI in the writing process. This can be achieved through relatively small adjustments to traditional teaching techniques, described in this presentation. These will include 1) techniques to help students understand a teacher’s rationale for banning AI through personalised examples in Japanese; 2) student-centred writing assignments which encourage critical thinking and the specificity which AI cannot currently replicate; and 3) a drafting process which gives students opportunities to improve their writing and also invest in relationships with their teacher and classmates. The presentation does not aim to enter into a debate about the value of AI-assisted L2 writing, but rather to suggest ways in which teachers who wish to delay its usage may adapt their teaching to the current landscape.
KEYWORDS
AI, writing, chatGPT, teaching methods
| TITLE | How to Stop Students Using ChatGPT in Their Writing (If You Want to) |
|---|---|
| RELEVANT SIG | College and University Educators (CUE) |
| FORMAT | Practice-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
