Generative AI for learning languages other than English: L2 writers' current uses and perceptions of ethics

Abstract

The emergence of generative artificial intelligence (GenAI) chatbots has created opportunities and challenges for higher education. Extant scholarship has explored GenAI's capabilities and topics involving teachers' and students' perceptions of these tools. However, there is limited research exploring (1) whether second language (L2) learners actively leverage GenAI tools on their own for writing purposes in languages other than English (LOTEs), and (2) whether learners believe GenAI tools are ethical for L2 writing in educational settings. This study explores these gaps by adopting a sequential mixed methods design. First, a survey examined L2 learners (N = 287) of five LOTEs, exploring students' uses of GenAI tools for L2 writing and their beliefs about its ethicality. Second, a case study was conducted with three learners, in which interviews and video screen capture were leveraged to further understand issues of usage and ethics. The findings suggest that although many students have used GenAI tools, only 14.6% actively reported using them for L2 writing purposes. Still, such writers reported using GenAI in 12 distinct ways. Finally, 82.2% of students believed GenAI tools are ethical for different purposes. These findings are discussed with an eye toward future writing research and pedagogy.