{"title":"人工智能技术在ESL/EFL写作课堂中的应用:反派还是冠军?","authors":"Pimyupa W. Praphan, Kittiphong Praphan","doi":"10.1016/j.jslw.2023.101072","DOIUrl":null,"url":null,"abstract":"<div><p>The impact of AI technologies, particularly ChatGPT, on the ESL/EFL writing classroom is unprecedented. In response to the focus paper by Warschauer and colleagues regarding this issue, this paper shares some insights from the experiences teaching English writing at the post-secondary level in Thailand. Due to the lack of institutional policies on the use of AI technologies, we need to devise our own strategies for our classes. While students are encouraged to use their voices instead of relying on AI, we attempt to adapt our practice by incorporating AI generators in a productive way to help students enhance their potential as L2 writers. However, there has been a debate among writing teachers in our context whether to accept AI tools as a part of teaching and learning.</p></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":null,"pages":null},"PeriodicalIF":5.0000,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"AI technologies in the ESL/EFL writing classroom: The villain or the champion?\",\"authors\":\"Pimyupa W. Praphan, Kittiphong Praphan\",\"doi\":\"10.1016/j.jslw.2023.101072\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The impact of AI technologies, particularly ChatGPT, on the ESL/EFL writing classroom is unprecedented. In response to the focus paper by Warschauer and colleagues regarding this issue, this paper shares some insights from the experiences teaching English writing at the post-secondary level in Thailand. Due to the lack of institutional policies on the use of AI technologies, we need to devise our own strategies for our classes. While students are encouraged to use their voices instead of relying on AI, we attempt to adapt our practice by incorporating AI generators in a productive way to help students enhance their potential as L2 writers. However, there has been a debate among writing teachers in our context whether to accept AI tools as a part of teaching and learning.</p></div>\",\"PeriodicalId\":47934,\"journal\":{\"name\":\"Journal of Second Language Writing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":5.0000,\"publicationDate\":\"2023-11-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Second Language Writing\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1060374323001108\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Second Language Writing","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1060374323001108","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
AI technologies in the ESL/EFL writing classroom: The villain or the champion?
The impact of AI technologies, particularly ChatGPT, on the ESL/EFL writing classroom is unprecedented. In response to the focus paper by Warschauer and colleagues regarding this issue, this paper shares some insights from the experiences teaching English writing at the post-secondary level in Thailand. Due to the lack of institutional policies on the use of AI technologies, we need to devise our own strategies for our classes. While students are encouraged to use their voices instead of relying on AI, we attempt to adapt our practice by incorporating AI generators in a productive way to help students enhance their potential as L2 writers. However, there has been a debate among writing teachers in our context whether to accept AI tools as a part of teaching and learning.
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.
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