Journal of Studies in Language, Culture and Society (JSLCS)
Volume 8, Numéro 1, Pages 132-150
2025-04-30

English Language Learners’ Perspectives On Implementing Gpts For Learning Purposes In The Context Of Ai Literacy-focused Pedagogical And Assessment Approach



Authors : Makinina Olga . Carra-salsberg Fernanda .

Abstract

As AI-powered chatbots become prevalent in academia, there is a need for research practitioners working with English language learners (ELLs) to examine how students use generative AI (GenAI) for learning purposes. Teachers and researchers express concern with the potential detrimental impact of GenAI on ELLs’ intellectual engagement with learning (e.g., Barrot, 2023; Cardon et al., 2023; Cong-Lem et al., 2024). Meanwhile, emerging research highlights that for language educators, it is essential to evolve with technological advancements and - instead of attempting to avoid the unavoidable use of GenAI - apply such tools to promote sustained learning (Bui & Tong, 2025; Warschauer et al., 2023; Yeo, 2023).This article reports on a study in an English for Academic Purposes (EAP) course that incorporated ChatGPT into scaffolded assessment practices. The study explored students’ experiences using ChatGPT to brainstorm and revise their writing while immersed in AI literacy-focused instruction. Its post-instruction survey findings demonstrate that although students perceive GenAI as a tool to adapt to their learning needs, thereby enhancing language skills, they also recognize GenAI limitations (e.g., inaccurate output) and share concerns that are common among educators (e.g., overdependency on AI tools and breaching academic integrity). The implications suggest that when used responsibly, GenAI can supplement rather than replace students’ work. Educators might benefit from adopting a pedagogical and assessment framework focused on critical thinking, creativity, and digital literacy skills. Such approach fosters active learning through scaffolded formative assessments targeted at deconstructing, evaluating, and consciously incorporating GenAI-generated text into one’s writing.

Keywords

English for academic purposes ; English language learners ; generative AI ; generative pre-trained transformers ; writing

Les articles similaires

دور إباضية المغرب الأوسط في تنشيط التجارة الصحراوية خلال العصر الوسيط Thé Rôle Of Ibadis Of Thé Central Maghreb Un Stimulating Thé Désert Trade During Thé Middle Age

بوسالم أحلام .  عابد يوسف . 
ص 117-132.

Muhammad A.r .webb: Thé First Anglo White Concert To Islam Un Thé U.s.a Ans Thé Influence Of Thé Ah Adyya Movemment

Yahia Zeghoudi . 
pages 74-88.

Code-switching In The Middle School Ef Classes: The Case Study Of The First Year Learners Must It Be Perceived As An Asset To Ease Or As A Constraint To Obstruct Foreign Language Learning? (1) 1 - Efl: English As A Foreign Language /ell: English Language Learning/ 1fl1: Foreign Language 1/fl2: Foreign Language 2 / L: Learner/ Ls: Learners/ Mt: Mother Tongue/ T: Teacher/ Tie: Technological Institute Of Education/ Tl: Target Language.

Ammar Benabed .  Victor Segalen . 
pages 13-30.

Language Assessment Literacy For Classroom Teachers: Assessing Algerian University Teachers’ Language Assessment Literacy

Raffas Aicha . 
pages 455-476.

Thé Cultural And Linguistic Impact Of Gothic Literature On The Identity Of Algerian Teenagers: A Metamorphosis.

Said Houari Amel . 
pages 257-268.

Formats de citation