Brain-bound vs. extended: Contrasting approaches to second-language research writing in digital environments

With the release of ChatGPT, the use of AI in language teaching has become an issue that we cannot ignore. In this commentary, we argue that AI tools, including ChatGPT, are now among the digital resources available to students and teachers. We therefore need to be aware of the challenges and affordances of their uses in teaching and learning and that helping students understand these issues is part of the language teacher’s role in promoting digital literacy. We first discuss the history of AI in teaching writing and then highlight three issues related to its use: authorship, authenticity and accuracy, and digital literacies. Next, we provide examples of three tasks illustrating how AI can be used to promote language learning, genre awareness, and digital literacy. We conclude by suggesting some areas for further exploration.

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Integration of Generative AI Techniques and Applications in Student Behavior and Cognitive Achievement in Arab Higher Education

Jaboob,

Hazaimeh,

Al-Ansi

2024

International Journal of Human–Computer Interaction

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Brain-bound vs. extended: Contrasting approaches to second-language research writing in digital environments

Cited by 3 publications

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Integration of Generative AI Techniques and Applications in Student Behavior and Cognitive Achievement in Arab Higher Education

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