1. What motivated you to develop a GenAI-enhanced L2 writing pedagogy?
My motivation stemmed from recognising the transformative potential of GenAI tools like ChatGPT in language learning. Initially, many viewed GenAI as a simple productivity tool, but I saw an opportunity to integrate it more meaningfully into the writing process. I wanted to move beyond ad-hoc prompt engineering tips to create a structured pedagogy that leverages GenAI to enhance the cognitive and creative aspects of L2 writing.
2. How does your GenAI-enhanced L2 writing pedagogy differ from traditional approaches?
Traditional L2 writing instruction often focuses heavily on grammar and vocabulary. However, in the GenAI era, these aspects have become less critical as AI can handle them efficiently. My pedagogy shifts the focus to content creation—encouraging students to develop original, thought-provoking, and logically structured ideas. GenAI acts as a conversational partner, helping students refine their thoughts while maintaining the authenticity and originality of their work.
3. Can you describe the structure of your GenAI-assisted writing course?
The course runs for seven weeks and is designed around a process-writing approach. It begins with an introduction to GenAI-enhanced writing, followed by stages where students submit essay ideas, practice GenAI-assisted writing strategies, and receive personalised feedback. Key features include open sharing of ideas on platforms like Padlet, one-on-one consultations, and a strong emphasis on content originality over linguistic perfection.
4. How did students respond to using GenAI in their writing process?
Responses varied, but there was a notable positive shift by the end of the course. Initially, some students were sceptical, viewing GenAI as a potential threat to human creativity. However, as they engaged with the pedagogy, many found that GenAI helped them organise their ideas, eliminate redundancies, and reduce writing anxiety. By the end of the course, a majority of students appreciated GenAI’s role in enhancing their writing process.
5. What challenges did you encounter when integrating GenAI into your writing pedagogy?
One of the primary challenges was addressing misconceptions about GenAI’s capabilities. Some students initially relied on GenAI to generate entire essays, leading to uninspired and generic content. I had to emphasise that GenAI should be used to support, not replace, the writer’s original thinking. Another challenge was ensuring students developed the necessary skills to critically evaluate GenAI’s feedback and outputs.
6. How do you address concerns about academic integrity when using GenAI tools?
I encourage transparency and ethical use of GenAI. The key is to treat GenAI as a tool for brainstorming and refining ideas, not as a ghostwriter. In my courses, students are expected to disclose how they used GenAI in their writing process. This approach fosters a healthy relationship with technology, where students leverage its strengths while maintaining their academic integrity.
7. In what ways has GenAI changed the landscape of L2 writing education?
GenAI has levelled the playing field by reducing barriers related to grammar and vocabulary proficiency. This shift means that students are now evaluated more on the quality and originality of their ideas. It has also introduced new pedagogical strategies, such as using GenAI for interactive brainstorming sessions, which can make the writing process more engaging and less intimidating for L2 learners.
8. What future directions do you see for GenAI in L2 writing pedagogy?
I envision more personalised and adaptive GenAI tools that can cater to individual learners’ needs, offering tailored feedback and guidance. There is also potential for integrating multimodal features, such as voice interactions and real-time feedback on non-verbal cues, to further enhance the writing process. Ultimately, the goal is to create a dynamic, student-centred learning environment where GenAI complements and amplifies human creativity.
