Aug 2026· International Journal of AI in Language Education· 0 citations· 28 references
TL;DR
How students and teachers in a Colombian university language program perceived GenAI-supported production was explored and four patterns emerged: GenAI as a rehearsal and revision partner; tension between polished output and language ownership; teacher mediation shifting toward critical language awareness; and the need for explicit ethical and assessment guidance.
Abstract
Generative artificial intelligence (GenAI) is increasingly used to support EFL writing and speaking, yet research has focused more heavily on written products than on the combined processes of oral and written production, authorship, and teacher mediation. This qualitative study explored how students and teachers in a Colombian university language program perceived GenAI-supported production. Participants were seven students who completed an open-ended semi-structured questionnaire and five teachers who participated in semi-structured interviews. Data were examined through iterative thematic coding, analytic memoing, and comparison across participant groups. Four patterns emerged: GenAI as a rehearsal and revision partner; tension between polished output and language ownership; teacher mediation shifting toward critical language awareness; and the need for explicit ethical and assessment guidance. The study highlights that GenAI is pedagogically valuable when transparent, process-oriented, and dialogic routines preserve learner agency, human feedback, and responsible authorship.
Abstract In the last few decades, data-driven learning and generative artificial intelligence (AI) applications have become increasingly visible in academic writing instruction. The data-driven learning approach promotes students’ lexical and morphological awareness by encouraging them to explore language in context, while generative AI tools offer new possibilities for idea generation, text development, and linguistic feedback. However, limited process-based studies exist on how these two approaches work together in collaborative writing in the classroom and how teacher guidance shapes this process. This study aims to explore how B2-level students enrolled in a university preparatory program use data-driven learning and generative AI tools in the collaborative opinion essay writing process. Designed as a qualitative classroom-based case study, the research was conducted over a seven-week module. Structured student diaries, teacher journals and semi-structured interviews were used in the data collection process. Findings indicate that tool use was constructed through peer negotiation and teacher mediation. Students used generative AI for idea generation and corpus tools for lexical verification and contextual checking. The study highlights the critical role of pedagogical design and teacher facilitation in DDL-AI-assisted writing instruction.
Buse Uzuner· Digital Studies in Language...· 0 citations
The rapid development of generative artificial intelligence in language education offers new opportunities to provide immediate and personalized oral feedback; however, its use as digital scaffolding in interactive communication practice remains underexplored. This study aimed to explore how undergraduate English as a Foreign Language (EFL) students engage with generative AI-mediated feedback as a digital scaffolding mechanism during interactive oral communication practice. This qualitative case study involved three intermediate EFL university students at Institut Pendidikan Indonesia Garut, West Java. Data were collected through multi-session oral interactions and semi-structured retrospective interviews and analyzed using Braun and Clarke's six-phase thematic analysis. Vygotsky's Sociocultural Theory and Schmidt's Noticing Hypothesis served as theoretical foundations for understanding scaffolding processes, linguistic awareness, and students' oral interaction development. The findings revealed that Gemini AI functioned as both an affective and cognitive scaffold during speaking practice. Affectively, interaction with AI created a low-anxiety practice environment with minimal social pressure, thereby enhancing students' willingness to communicate. Cognitively, immediate, clear, and objective feedback helped students recognize both linguistic strengths and errors. Linguistically, real-time feedback promoted explicit awareness of tense inconsistencies and lexical misuse while encouraging students to monitor articulation and regulate speaking rate. Despite a technological constraint involving premature turn-taking caused by the AI misinterpreting cognitive pauses as the end of an utterance, students demonstrated digital agency by employing strategic conversational fillers to maintain interactional continuity. Thus, Gemini AI can serve as a low-pressure practice environment that bridges students' readiness toward real-world oral interaction.
ABSTRAK
Perkembangan kecerdasan buatan generatif dalam pembelajaran bahasa membuka peluang baru untuk menyediakan umpan balik lisan yang cepat dan personal, tetapi pemanfaatannya sebagai perancah digital dalam praktik komunikasi interaktif masih memerlukan kajian lebih lanjut. Penelitian ini bertujuan mengeksplorasi keterlibatan mahasiswa Program Studi Pendidikan Bahasa Inggris dengan umpan balik berbasis Kecerdasan Buatan (AI) generatif sebagai mekanisme perancah digital (digital scaffolding) selama praktik komunikasi lisan interaktif. Penelitian ini menggunakan studi kasus kualitatif yang melibatkan tiga mahasiswa EFL tingkat menengah di Institut Pendidikan Indonesia Garut, Jawa Barat. Data dikumpulkan melalui interaksi lisan dalam beberapa sesi dan wawancara retrospektif semi-terstruktur, kemudian dianalisis menggunakan analisis tematik enam tahap Braun dan Clarke. Penelitian ini menggunakan Teori Sosiokultural Vygotsky dan Hipotesis Noticing Schmidt sebagai landasan teoretis untuk memahami proses perancahan, kesadaran linguistik, dan perkembangan interaksi lisan mahasiswa. Hasil penelitian menunjukkan bahwa Gemini AI berfungsi sebagai perancah afektif dan kognitif dalam praktik berbicara. Secara afektif, interaksi dengan AI menciptakan ruang praktik dengan tingkat kecemasan yang lebih rendah dan minim tekanan sosial sehingga meningkatkan kesiapan mahasiswa untuk berkomunikasi. Secara kognitif, umpan balik yang cepat, jelas, dan objektif membantu mahasiswa mengenali kekuatan serta kesalahan penggunaan bahasa. Secara linguistik, umpan balik waktu nyata mendorong kesadaran terhadap ketidaktepatan tense dan penggunaan leksikal, sekaligus membantu mahasiswa memantau artikulasi dan mengatur kecepatan berbicara. Meskipun terdapat kendala berupa pemotongan giliran bicara akibat AI salah menginterpretasikan jeda berpikir sebagai akhir tuturan, mahasiswa menunjukkan agensi digital melalui penggunaan penanda percakapan strategis. Dengan demikian, Gemini AI dapat berfungsi sebagai ruang latihan bertekanan rendah yang menjembatani kesiapan mahasiswa menuju interaksi lisan di dunia nyata.
Arda Arda, A. Suminar, Y. Fajriah· LANGUAGE Jurnal Inovasi Pend...· 0 citations
The proliferation of generative artificial intelligence (Gen-AI) in English as a Foreign Language (EFL) writing instruction has sparked considerable scholarly interest, yet the subjective experiences and voices of learners who engage with AI-generated feedback remain insufficiently explored within the extant literature. This qualitative study investigates students' voices concerning the implementation of Gen-AI feedback in an EFL writing classroom, specifically examining their perceptions, patterns of engagement, development of feedback literacy, and the inherent tensions between learner autonomy and technological dependency. Adopting a qualitative research design, data were collected through four focus group discussions involving 30 purposively selected undergraduate students enrolled in an EFL writing course at a private university in Surakarta. Thematic analysis of the transcribed discussions, conducted in accordance with Braun and Clarke's (2006) framework, yielded five interrelated themes: perceived usefulness of Gen-AI feedback, patterns of feedback engagement, development of feedback literacy, tension between autonomy and dependency, and emotional and ethical responses. The findings reveal that students perceived Gen-AI feedback as highly useful for enhancing writing quality, revision efficiency, and idea generation; however, they did not passively accept all AI-generated suggestions but rather demonstrated selective engagement, critically evaluating feedback based on its relevance to higher-order writing concerns, including content and organization. Additionally, participants reported developing feedback literacy over time, evidenced by increased awareness of their writing weaknesses and improved capacity to interpret and strategically utilize AI feedback. Nevertheless, uneven development across participants indicated that feedback literacy does not emerge automatically through mere exposure to Gen-AI tools. A critical tension also emerged between learner autonomy and dependency, with several students expressing over-reliance on AI for revision tasks. Emotional and ethical responses included heightened confidence alongside scepticism regarding AI accuracy and concerns pertaining to academic integrity. The findings suggest that the pedagogical effectiveness of Gen-AI feedback is not determined solely by its technological affordances but is significantly mediated by learners' engagement, critical awareness, and feedback literacy. This study contributes to the literature by demonstrating that understanding students' voices is crucial for developing context-sensitive and pedagogically sound AI integration strategies, with implications for educators and curriculum designers seeking to implement Gen-AI feedback in effective, ethical, and learner-centred ways.
Abdul Ayiz, Ahmad Tauchid, Riyadh Ahsanul Arifin et al.· ETERNAL (English Teaching Jo...· 0 citations
Traditional second language (L2) writing instruction and assessment frequently emphasize unaided, timed production, a model that no longer fully represents the communicative realities of AI-mediated contexts. This conceptual article aims to reconceptualize the L2 writing construct for educational settings in which generative AI is routinely and legitimately used. The study uses a theory-driven integrative conceptual synthesis. Sources were located through purposive searching of Scopus, ERIC, Web of Science, and Google Scholar, supplemented by citation chaining and journal hand-searching, and screened against stated inclusion criteria across two streams: foundational scholarship on mediated cognition, genre, literacy, and validity, and work on generative AI and writing published from 2020 onward. Forty-seven sources were retained for close analysis, spanning sociocultural learning theory, activity theory, distributed cognition, multiliteracies research, computer-assisted language learning, and language assessment scholarship. Analysis proceeded through manual thematic coding of construct-relevant claims, conducted by the first author and independently reviewed by the second. The resulting orchestration model defines AI-mediated writing as the purposeful coordination of human judgment with machine-generated output under conditions of authorial responsibility. It specifies four interdependent competencies: prompting, critical evaluation, adaptation, and ethical accountability. The analysis shows that traditional dimensions of writing, including coherence, organization, language use, critical thinking, and audience awareness, are not displaced by AI-mediated writing but redistributed across these competencies. The paper also identifies specific challenges for L2 writers, especially the difficulty of evaluating and reshaping fluent AI-generated output in a language still being acquired. The article recommends process-visible assessment designs, genre-specific orchestration tasks, and empirical validation studies that examine construct structure, scoring reliability, and consequential validity.
M. Askari, A. Rahim· Polyglot: Journal of Linguis...· 0 citations
Investigating whether first-year university students perceive a loss of authenticity in their writing when assisted by AI finds that students value AI for reducing anxiety and improving grammatical accuracy, yet many express ambivalence about authorship and personal voice.
Manel Mizab· International Journal of Cur...· 0 citations
Generative AI (GenAI) has transformed L2 writing, producing human-like prose but often impersonal feedback. This study explores the potential of GenAI–human collaborative feedback, focusing on the first author’s experience as a teaching assistant in a Hong Kong public university’s Bachelor of Education (English language track). Grounded in Ecological Languaging Competencies (ELC) and its affordance framework, this study employs an ethnographic approach informed by narrative inquiry and phenomenology. Data were drawn from Zoom tutoring sessions incorporating interview-style questions to investigate participants’ perspectives and experiences, GenAI-student conversation logs, and final assignments in order to analyze two multilingual students’ GenAI–human-mediated L2 writing processes. Findings are organized around three ELC-informed themes: (1) whole-body sense-making and the meshing of first-order languaging and second-order language; (2) individual languaging agency within a distributed ecosystem; and (3) environmental affordances and functional fit. In both cases, GenAI demonstrates consistent limitations in facilitating the situated, embodied, and affectively attuned dimensions of languaging that effective L2 writing entails. This study makes two contributions: it extends ELC’s affordance network to tertiary-level GenAI–human-mediated L2 writing, and it reconceptualizes writerly authorship as a distributed yet agentively orchestrated practice. Moreover, co-agentic GenAI–human feedback foregrounds ecological embeddedness, writerly agency, and ethical GenAI integration.
Lu Xi, Qinghua Chen, A. M. Lin· Education sciences· 0 citations
