Acceso usuarios
Ning Huichun
, Gevorg Grigoryan, Jingjing Shi
The advent of artificial intelligence (AI) has dramatically changed the nature of writing and the layout of teaching writing in English as a foreign language classroom creating a lot of challenges for language teachers and educators. The current study was designed to examine the perceptions of teachers and students on using AI-powered writing tools in ESL classrooms. The data of the current study were gathered from seven international schools located in Mainland China. The results of the research clearly illustrate that both teachers and students hold controversial attitudes in terms of the application of AI-based writing tools in ESL classrooms. The findings of this research demonstrate that while AI-powered tools boost students' writing performances and help them with generate ideas, they are not meant to be considered as a substitute for creativity, self-awareness, critical thinking, and independent analysis. AI writing techniques should coexist with traditional writing methodology fostering students and teachers to get involved in the process of creativity and enhancing their writing skills.
