Abstract
The increasing role of AI in education raises concerns over students’ language skills, writing agency, learning autonomy, and academic integrity. This workshop explores how fostering AI literacy can help students engage with AI tools to enhance academic writing, critical thinking, and ethical decision-making in (EAP) classrooms. Drawing on literature on Generative AI (GenAI) affordances and limitations in language learning, as well as findings from an action research study, this session contributes to discussions on AI-integrated pedagogy. Conducted in two postsecondary EAP course sections, the study investigates the impact of AI tools on writing development, focusing on strategies for guiding students in planning, revising, and refining their work. Data incorporates student reflections, instructor observations, and samples of coursework. Findings indicate that AI can aid writing by increasing awareness of linguistic and rhetorical patterns, supporting idea generation, and fostering inquiry-based learning. The research highlights, however, that students require explicit instruction to critically assess and ethically integrate AI-generated content. These insights highlight the opportunities and challenges of AI in language learning, emphasizing the need for sustained research on its long-term effects on writing proficiency. To complement presenters’ research-driven insights and bridge research and practice, the session showcases teaching strategies and scaffolded activities that integrate AI into assessment practices that enhance rather than hinder learning. Through interactive discussions and practical scenarios, attendees will reflect on AI’s role in writing pedagogy and explore effective approaches for designing AI-integrated assignments that uphold academic honesty while empowering students’ autonomy in the development of language skills.
Presenters
Fernanda Carra SalsbergAssistant Professor, Languages, Literatures and Linguistics, ESL Section, York University, Ontario, Canada Olga Makinina
Associate Professor, Department of Languages, Literatures, and Linguistics, York University, Ontario, Canada
Details
Presentation Type
Theme
KEYWORDS
English for Academic Purposes, GenAI, AI Literacy, Learning-Focused Assessments, Writing
