Beyond words: L2 writing teachers’ visual conceptualizations of ChatGPT in teaching and learning

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing Pub Date : 2024-03-29 DOI:10.1016/j.jslw.2024.101110

Wei Xu , Xiao Tan

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Abstract

Since its inception, ChatGPT has been characterized by L2 writing teachers with various metaphors, such as a tool and a collaborator. Complemented with text-based metaphorical conceptualizations, this research brief contributes ten visual conceptualizations of ChatGPT in L2 writing pedagogy from L2 writing teachers who teach in US higher education. Four themes emerged from our analysis of these visual conceptualizations: ChatGPT as a (1) tool, (2) resource, (3) threat, and an (4) unknown entity. The visualizations help tease out the intricacies involved in the use of metaphorical representations of ChatGPT and provide a multidimensional picture of L2 writing teachers’ perceptions and attitudes towards the use of ChatGPT in L2 writing classrooms. This report concludes with an overview of the potential implications of applying visual metaphorical conceptualizations of ChatGPT to educational settings, such as raising L2 student writers’ awareness and fostering the development of their critical digital literacy.

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超越语言：L2 写作教师在教学中对 ChatGPT 的可视化构想

ChatGPT 自诞生以来，一直被 L2 写作教师用各种隐喻来描述，如工具和合作者。作为对基于文本的隐喻概念的补充，本研究简报提供了在美国高等教育机构任教的 L2 写作教师对 ChatGPT 在 L2 写作教学法中的十种可视化概念。通过对这些视觉概念的分析，我们发现了四个主题：ChatGPT 作为（1）工具、（2）资源、（3）威胁和（4）未知实体。这些可视化有助于揭示使用 ChatGPT 的隐喻所涉及的错综复杂的问题，并多维度地展现了 L2 写作教师对在 L2 写作课堂中使用 ChatGPT 的看法和态度。本报告最后概述了将 ChatGPT 的视觉隐喻概念应用于教育环境的潜在影响，如提高 L2 学生写作者的意识和促进其批判性数字素养的发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Second Language Writing LINGUISTICS-

CiteScore

8.80

自引率

13.10%

发文量

审稿时长

59 days

期刊介绍： The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, L2 writers'' composing processes, features of L2 writers'' texts, readers'' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, or instruction.