During theclass sessions, students participated in various activities exploring the functionalities ofChatGPT, discussed ethics and academic integrity, and critiqued AI-generated writing.
How.a teacher implements AI
43 Matching Annotations
- Nov 2025
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drive.google.com drive.google.com
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This study addresses the urgent need to uncover how students engage with Chat-GPT throughout different components of their writing processes and their perceptions ofthe opportunities and challenges of generative AI
Main idea of this study
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he study found that students utilized generative AI forassisting with both global (e.g., argument, structure, coherence) and local issues of writing(e.g., syntax, diction, grammar
Different levels and uses of AI, use of it personalized, annotated earlier
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I never would have used, and I decided not toinclude them. While they may obviously sound better than my own authentic words,I just did not feel honest using them
Teaching confidence and trust in students' selves is important so that they could keep their writing authentic and it should be emphasized that writing should always be true to themselves
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If everyone uses ChatGPT, our style will become moreand more alike” (Lydia, Interview). Similarly, Su pointed out that ChatGPT could make thetext “sound generic and impersonal,” which is a problem “when you are trying to conveyyour own ideas, feelings, and perspectives”
AI can take away the voice and authenticity of an author
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was not a good source for writing as it was impossiblefor a reader to trace the original information
Teach students to research and find reliable sources
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complexity”
This paragraph is important because it speaks on how these students were able to see the generalization that AI can do to topics and the information is not something that might be true. That's why it should be used for help and not to teach.
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The instructor left using AIin their final essay as an open option to the students themselves, ensuring that studentscould pursue the option that works best for their individual need
Giving students a personal opportunity to say how they used it depending on their personal needs helps rid the problem having a specific thing to do in order to teach the iimplications of AI
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cerns about the linguistic forms of ideas and alleviate the demanding cognitive load asso-ciated with L2 writin
How L2 students used it, maybe write about L2 and AI idk or make it main point in research essay
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“revise the wording and grammar only” so shecould refine her language and keep the content original
Educators should teach what prompts to put in
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unearth linkages among hervarious initial yet disorganized ideas she already had
Authenticity can remain if students don't copy and paste and use AI as a way to look for new ideas or build off of their own idea
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she found the feedback helpful and decided to do more research on the aspectshighlighted
Its like taking the information with a grain of salt, discernmeny=t
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The interviews and students’self-reflections could further shed light on their perceptions and decision-making.
Knowing your students can help educators understand how students might use AI
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The dualfocus of the cognitive and the social is critical when examining how students engage withand perceive the AI technology and how they negotiate these perceptions and experienceswithin the learning communities of higher education.
Students use the tool differently and it can be because of social, cognitive, and cultural differences which might make it more difficult to make a teachable lesson because there are many components
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However, there is still a substantial gap in knowledge and researchabout students’ real-world integration of AI into their writing workflows, their decision-making processes, and the rationale behind their decision making while they interact withgenerative AI and utilize the technology in their writing in formal educational settings
There is only so much educators can do to help students
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writing should be investigated inconsideration of its dynamic interplay with institutional, cultural, and technological factors
It might be different on what to teach students depending on what type of learner/writer they are, especially for second learner students, highlighted another quote on page before
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Consequently, howstudents interact with ChatGPT in natural settings remains largely unknown for researchersand educators
There is a big unknown on how students might use AI in their own time, so teaching them the pros and cons and how to use is emphasized again
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balancing the strengths and limitations of ChatGPT
In other words, teaching students what uses can actually be helpful from the use of AI should be emphasized
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may rob language learners of essential learning experiences
Similarly in Tseng's article, there is a worry that it might take way the essential learning experiences, especially those who are second language learners
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This evolution reflects abroader need towards a technologically sophisticated approach to writing instruction
Technology will keep advancing and it is important to have a focus on teaching of writing reflecting on the new digital world
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design to examine howcollege students use ChatGPT throughout the various components of their writing pro-cesses such as brainstorming, revising, and editing
A study on HOW students use AI is important to my essay because it can show educators what they have to focus on in their teachings of the use of AI
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phenomenological
lived experiences from the first-person point of view, focusing on how things appear to us and the meaning they have in our consciousness
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various concerns arise especially in terms of academic dishonestyand the biases inherent in these AI tools
Waverly Tseng article brings up biases in AI, find article speaking about the types of biases that are in the AI tools.
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These dilemmas highlight the need to rethinklearning in an increasingly AI-mediated educational context, emphasizing the importanceof fostering students’ critical AI literacy to promote their authorial voice and learning inAI-human collaboration
The conclusion of the study highlights what other articles state which is how there needs to be an emphasis on teaching the implications of AI in a classroom setting.
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meet the challenge of teaching new forms of digital literacy
As language and writing education is being transformed in significant ways, it is important to "meet the challenge of teaching new forms of digital literacy"
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second language instructors to work with their students tobuild a strong understanding of how to engage with, fact-check, and question these AItools.
another thing about second language is brought up, it seems as it is more helpful for those students but also harder to implement how to use it
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, students should have frequent opportunities to corroborate the accu-racy of the content generated by AI.
Teaching students discernment on the use of AI can be useful because it should only be used as a tool and not as a whole replacement for thinking. Not everything computer generated should be trusted.
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AI-generated writing is here to stay and will bewidely accessible to the public
Something super accessible as these AI generated tools needs to be taught because letting students use it on their own without prior knowledge can lead to poor literacy, critical thinking skills, creativity and authenticity. Students will use it so informing them about the consequences is important.
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owerful affordances for second language learners thatshould not be discounted
Many articles bring up AI being helpful for non-native English speakers.
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ubiquitou
present, widespread, appearing. or found everywhere,
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As teachers and education researchers, we must take responsibility forour roles in helping students develop the skills and knowledge they need to succeed.
- Having to adapt to new and present technologies is important because prohibiting something as accessible and powerful as AI is harder then trying to integrate it into education.
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www.jstor.org www.jstor.org
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Deeming Standardized Englishthe “correct” language for academic, professional, and intellectual contexts con-structs a linguistic hierarchy that devalues and delegitimizes students’ own lan-guage varieties
I came back and when I reread it, I realized I didn't fully read this paragraph. Is code-meshing and code-switching different?
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code-switchingas a way for students to maintain their own language varieties while also becom-ing acclimated to Standardized English.
I think there is an important balance of just knowing how to write and get a message across effectively and respectfully.
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As someone learning English asa second language, she expected the texts assigned in a college English courseto offer models of Standardized English and did not see any value in readingthis work. This student was certainly not the only one who has expressed frus-tration or discomfort with Walker’s writing; many students have criticized it
I like that she points out the disadvantages that can occur because it shows that her argument is the 100 percent correct way that will work for everyone.
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Through both form and content, these texts offer students representations of lin-guistic variety in US literature and culture and prompt students to critically ques-tion the functions and implications of Standardized English
I agree as it was cool to see some other representation of different cultures in this course. I don't think I ever had a thought about SAE in education til this course.
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Amy Tan
I remember reading Amy Tan's "Mother's Tongue" at the beginning of this course and see the connection in the modules now which is cool haha. I like that I was able to recognize her name.
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This prompted me to consider whether students might internalize theStandardized English norms they are taught to such an extent that they developlinguistic prejudices against their own language varieties
Her student before with the poem written in Jamaican Patois had expressed concern that the author would not accept the text, showing evidence that there might be some internalized prejudices against language varieties.
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Throughthis inversion of the professor-student hierarchy, students who may ordinarilyfeel marginalized or disadvantaged in English classrooms as nonstandardizedor non-native English speakers now get to act as teachers, leading discussionsof language and literature.
Having to teach something as a student is a good way to show and practice what they learn. It gives a voice to students who might not view SAE as the easiest English and also gives them confidence.
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works that they think represent “good writing” or “good literature.”
Giving students a choice in what they think is "good" is progressive towards her goal of promoting linguistic diversity because their definition of "good writing" might be different across languages and culture.
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This essay offers strategies for making college English courses more linguis-tically diverse while also demonstrating the importance of continuing to addresslinguistic prejudice and language diversity in academia
Using the CRAAPS method again, I can see that she is trying to teach and inform us on how to make classrooms more linguistically diverse.
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I draw on my experiences teaching andencouraging linguistic diversity in my composition and literature courses atQueensborough Community College (QCC) in Queens, New York, the most di-verse county in the United States
Here using the CRAAPs method I can see what how reliable the source is, but there might be some sort of bias since she is an educator herself.
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anguage skills are deemed “college ready.”
Talking about how some students have to repeat a their English or writing course can show that having a standard in these types of classes can cause another barrier they must step over.
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mycourses.cnm.edu mycourses.cnm.edu
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e was surprised to learn that some of thestudents in the United States were also second language speakers ofEnglish - people "like us."
When she says "like us" she knows that people with another native language other than English has its own community.
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