Speakers
Description
This study examines a pedagogical practice integrating generative AI into English education for Japanese high school students in an EFL context. The practice uses AI to stimulate learners’ interest and provide immediate feedback on writing, aiming to enhance motivation for language activities. AI-supported writing tasks are further connected to English debate activities to foster productive communication skills. The study describes the instructional design and examines its effects on learner engagement and performance.
Abstract section 4: Outcomes/results
The study will illustrate the practical teaching procedure from the lesson preparation stage to the final classroom debate task. Participants will learn how generative AI is integrated into the learning process, including a theme-based video clip, in-class immediate feedback on students’ writing activities, and criteria-based essay assessment. Through the observation of students’ written and spoken production, and their increased motivation toward output activities, the presenters will also discuss how AI-enhanced instruction may contribute to broader development in English productive skills and students’ self-efficacy in learning English.
Abstract section 3: Content/method
The sequence of AI-integrated writing and debate instruction will be presented, including the specific instructional procedures and the development of students’ communicative competence. This development is examined through an analysis of student essays, the results of the debate test, which are assessed by AI, and a comparison of two proficiency assessments administered at different points. Questionnaire results are also presented to explore how students engaged with learning English throughout the course.
Abstract section 2: Contribution/research questions
This presentation will report on the design and implementation of a practical approach in “Logic and Expression” in Japanese senior high school contexts. Our approach aims to enhance students’ English productive skills through writing and debate instruction supported by generative AI. It will further discuss students’ development in output proficiency and examine how the instructional process promotes students’ engagement with learning itself and overall development of their productive skills.
Abstract section 5: References
Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
Teng, M. F. (2024). ChatGPT is the companion, not enemies: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270
Abstract section 1: Relevance
The integration of AI into English writing instruction has increasingly attracted scholarly interest (Teng, 2024). While concerns exist about learners’ potential overreliance on AI, accumulating evidence highlights pedagogical benefits, including enhancements in writing proficiency and increased motivation for expressive activities (Song & Song, 2023). This study presents an instructional design that integrates AI-assisted writing instruction with debate activities, which are widely recognized as effective for cultivating productive communication skills. The outcomes are analyzed through AI-assisted evaluation of students’ texts and qualitative data derived from interviews, with the aim of elucidating the educational implications of AI integration in L2 writing pedagogy.
| Title | AI-integrated writing and debate instruction in EFL contexts |
|---|---|
| Teaching Context | Junior/senior high-school |