Translanguaging with generative AI in EFL writing: Students’ practices and perceptions

Abstract

Through a translanguaging lens, this qualitative study explores how EFL students in China utilize generative AI, specifically ERNIE Bot, in their writing and examines their perceptions of its impact on their language development. Data were collected using a semi-structured interview and artefacts including interaction logs with AI and writing products from six college students with lower to intermediate language proficiency. Findings revealed that students actively engaged in translanguaging practices, leveraging their native language for problem-solving in writing, integrating semiotic resources for idea generation, and iteratively transforming ideas into English for the final writing product. The study also highlighted students’ mixed emotions and perceptions toward the use of generative AI in their writing process. The findings extend the existed understanding of translanguaging in EFL/L2 writing by incorporating generative AI tools, while call for cautious integration of these tools to support self-directed language learning.