Acceso usuarios
Tingting Xu, Fang Huang, Timothy Teo
Despite the growing interest in investigating the application of artificial intelligence (AI) in education, few studies unpacked strategies that English as a foreign language (EFL) learners have adopted when using AI to assist writing. The current study drew upon Activity Theory and explored EFL learners’ strategies for interacting with AI in completing writing tasks. Screen shots, chat logs, and semi-structured interviews were collected and analysed. The findings indicated EFL learners adopt directly L1 prompt or L1-L2 interchangeably to double check the appropriateness; switch among diverse digital tools to ensure authenticity and seek for perfection; feed AI with specific requirements from instructors to direct AI in its processing; revisit integrity of AI usage in writing; and treat AI and EFL learners as assistants and task performers reciprocally. The findings enriched people’s understanding of Activity Theory in explaining AI-assisted writing strategies, and emphasized the importance of academic integrity in learners’ AI-assisted writing practices. This study also offers practical implications for policymakers and educators to leverage AI for writing in education.
