Speaker
Description
Artificial intelligence has transformed second language writing, yet classroom discussions often focus on either preventing AI use or ways to detect it. This presentation argues that the more important pedagogical question is not whether students should use AI, but when they should use it. It introduces a process-oriented framework in which students first generate, develop, and revise ideas independently before attempting to express them in English. Rather than relying on AI to translate complete texts, learners are encouraged to write in English wherever possible and consult AI translation only when they encounter linguistic difficulties beyond their current proficiency. In this approach, AI functions as targeted instructional scaffolding rather than a substitute for writing. Practical classroom activities and implementation strategies will demonstrate how teachers can help students move beyond copy-and-paste AI practices while promoting conceptual development, learner autonomy, responsible AI use, and continued English language development.
Author Bio
Adam Crosby is an Associate Professor of English with research interests in artificial intelligence, technology-enhanced language learning, and academic writing pedagogy. His recent work explores AI-assisted writing and generative AI in higher education, focusing on how technology can support critical thinking, language development, and English language teaching in university classrooms.