Developing Lifelong Writers in the Post-ChatGPT Era: How has the generative artificial intelligence changed the environment of writing instruction?

This study identifies previous approaches to developing learners as lifelong writers and explores their pedagogical implications in the current era of generative artificial intelligence (AI). First, we reviewed the theoretical background of lifelong writers, the ecology of written language, vernacular literacy, and teaching readers. We derived that to develop lifelong writers, learners should: (1) lower the psychological barriers to using written language, (2) make written texts authentic, and (3) have a sense of belonging and control over writing. Next, we examined how these principles (1)~(3) should be transformed and applied based on the characteristics of generative AI. The following were discussed: checking content for accuracy, credibility, and fairness in a case of hallucination; fostering basic literacy to generate questions or prompts; reflecting based on self-regulated learning and epistemology; and engaging in writing with ownership, belonging, and responsibility. This work will contribute to the refining of the educational content of the “values and attitudes” category, while achieving its purpose.