Speaker
Description
Many teachers have responded to student AI use in L2 writing by either incorporating AI into classes or adopting a permissive stance because they lack ways to restrict its use. Contrary to these trends, this presentation describes two educators’ reflective practice on how student AI use may impact the objectives of a university language curriculum. Examples are provided of objectives judged to be impacted and the curriculum changes made to deal with real-world AI use.
Abstract section 3: Content/method
The learning objectives of eight courses which included a substantial focus on L2 English writing were compiled. These consisted of both objectives (e.g. increase written fluency to 25 words per minute) and subsidiary activities (e.g. a timed writing task). Three reflective practice sessions were then conducted in which the authors discussed how student use of AI and incorporation of AI by instructors could positively or negatively affect the realisation of these objectives.
Abstract section 2: Contribution/research questions
This presentation describes two educators’ reflective practice (Mann & Walsh, 2017) on how student AI use may impact the objectives of a department language curriculum. The following question guided the sessions:
〇 How does student AI use align or conflict with the stated learning objectives of writing-focused university English courses?
The presentation will describe how educators can use reflective practice to assess whether AI contributes to the skills and language acquisition goals of taught courses.
Abstract section 5: References
Boudouaia, A., Mouas, S., & Kouider, B. (2024). A study on ChatGPT-4 as an innovative approach to enhancing English as a foreign language writing learning. Journal of Educational Computing Research, 62(6), https://doi.org/10.1177/07356331241247465
Ghafouri, M., Hassaskhah, J., & Mahdavi-Zafarghandi, A. (2024). From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill. Language Teaching Research, https://doi.org/10.1177/13621688241239764
Han, Y. (2026). The effectiveness of artificial intelligence-assisted language learning in higher education: a systematic review. Journal of China Computer-Assisted Language Learning, https://doi.org/10.1515/jccall-2025-0020
Mann, S. & Walsh, S. (2017). Reflective practice in English language teaching: Research-based principles and practices. New York, NY: Routledge.
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, https://doi.org/10.3389/fpsyg.2023.1260843
Abstract section 1: Relevance
While small-scale studies have argued that AI-assisted L2 writing instruction can be a replacement for classroom teaching (Boudouaia et al., 2024; Ghafouri et al., 2024; Song & Song, 2023), current research is not sufficiently grounded in SLA theory to draw robust conclusions about its effectiveness (Han, 2026). Despite this, many teachers have responded to student AI use by either incorporating AI or adopting a permissive stance because they lack ways to restrict its use. However, as the benefits and drawbacks of AI are not yet clear, it is necessary to consider how learners’ real-world AI use may impact curriculum objectives.
Abstract section 4: Outcomes/results
Reflection sessions revealed that many goals could be negatively impacted by student AI use, examples of which will be provided. No curriculum objectives were judged likely to be positively impacted by student AI use. As a result, three areas of curriculum development were identified to address problematic usage of AI by learners: 1) increased in-class writing, 2) consistent use of AI checking software, and 3) adjustments to grading criteria to favour in-class evaluation. The description of the sessions is intended to serve as a model for attendees to reflect on their own course goals in this new reality.
| Title | Reflecting on L2 Writing Course Objectives in the Age of AI |
|---|---|
| Teaching Context | College and university education |