Speaker
Description
This presentation will detail a weekly writing activity which encouraged university students to use AI to edit their original work, and not simply blindly copy and paste answers. The steps to implement this activity in class will be explained. Also, the results of a survey on student perception of AI use, and AI feedback compared to teacher feedback will also be detailed.
References
Roe, J., Perkins, M., & Ruelle, D. (2024). Is GenAI the Future of Feedback? Understanding
Student and Staff Perspectives on AI in Assessment. Intelligent Technologies in
Education. https://doi.org/10.70770/rzzz6y35
Tlili, A., Saqer, K., Salha, S., & Huang, R. (2025). Investigating the effect of artificial intelligence in education (AIEd) on learning achievement: A meta-analysis and research synthesis. Information Development, 41(3), 825-842. https://doi.org/10.1177/02666669241304407
Wu, R., & Yu, Z. (2024). Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis. British Journal of Educational Technology, 55(1), 10-33.
Keywords
AI
Student Focused Learning
CALL/TELL
Writing
Task-Based Learning
Abstract
AI chatbots have been shown to have a large effect on students' learning outcomes (Wu & Yu, 2024; Tlili et al. 2025) mainly due to the delivery of quick feedback, yet other studies have found that both students and educators have mixed perceptions of AI feedback, preferring it in supplementary form alongside educator-delivered feedback (Roe et al., 2024; Barrett & Pack, 2023). In order to address this preference for both kinds of feedback, a writing fluency development task was implemented for one 15-week semester in a second year required English writing class at a public university (N=25). In week 1 (W1), students were taught how to use AI for editing work. They were then assigned weekly writing tasks during W2-W13, where they were required to make a mind map, write for 10 minutes without technology, edit their writing with AI, and record their word count. The teacher also provided individual and general class-wide feedback. In W14-W15, a survey was conducted on their opinions of both AI use, if they felt the AI use helped their writing improve, and a comparison of feedback types. The results of the survey* as well as how to implement the task will be presented.
(*At the time of writing, the survey results are unknown, but will be known by the time of the presentation)
Special scheduling requests
Any time on Saturday or Sunday is fine, but I will not be staying overnight, so I would really prefer to have a presentation between 11am-5pm, if possible. Earlier or later will make it very difficult for me to make my trains.
Short summary
This presentation will detail a weekly writing activity which encouraged university students to use AI to edit their original work, and not simply blindly copy and paste answers. The steps to implement this activity in class will be explained. Also, the results of a survey on student perception of AI use, and AI feedback compared to teacher feedback will also be detailed.
| Scheduling preference | Special request (enter below) |
|---|---|
| Title | Don’t just copy it! Teaching students to use AI for editing their writing |