Remie S. Delos Santos Jr., Donnie M. Tulud

Threading Transformative Impact of Artificial Intelligence: Navigating Challenges and Opportunities in L2 Writing Among Students

Introduction

Threading transformative impact of artificial intelligence: navigating challenges and opportunities in l2 writing among students. Explore AI's transformative impact on L2 writing, examining how it enhances quality & personalization while posing challenges to critical thinking & confidence. Discusses ethical integration.

Abstract

Purpose of the study: The purpose of this study is to comprehensively explore the intersection of Artificial Intelligence (AI) and second language (L2) writing education. As AI technologies rapidly advance, they are increasingly integrated into educational practices, particularly in language learning environments. Methodology: This study used a descriptive qualitative research design to explore the impact of AI on L2 writing among students at the University of Southern Mindanao. Thirty students participated, with 25 in individual interviews and 5 in a focus group discussion. Participants had used AI writing tools extensively and were enrolled in undergraduate programs with at least intermediate proficiency in English or their L2. Main Findings: The study found that students' adoption of AI in L2 writing depends on its perceived usefulness and ease of use. AI offers opportunities to enhance writing quality but also presents challenges, including negative effects on critical thinking, writing process, and confidence. Despite these challenges, students found ways to overcome them, emphasizing the need for ethical integration, originality, and independence. Novelty/Originality of this study: This study uniquely explores AI's transformative impact on second language (L2) writing, focusing on both its benefits (enhanced writing quality, personalized learning) and challenges (impacts on critical thinking, confidence, and independence).

Review

The submitted manuscript, "Threading Transformative Impact of Artificial Intelligence: Navigating Challenges and Opportunities in L2 Writing Among Students," addresses a highly pertinent and rapidly evolving area of inquiry: the integration of Artificial Intelligence into Second Language (L2) writing education. The study's stated purpose is to comprehensively explore this intersection, a timely endeavor given the rapid adoption of AI technologies in learning environments. By focusing on both the perceived benefits and challenges from the student perspective, the study promises to offer valuable insights into the practical realities of AI integration in this crucial academic domain. The research employed a descriptive qualitative design, gathering data from thirty undergraduate students at the University of Southern Mindanao through a combination of individual interviews (25 participants) and a focus group discussion (5 participants). This qualitative approach is appropriate for exploring nuanced perceptions and experiences, though the relatively small sample size, while typical for in-depth qualitative work, limits the generalizability of findings beyond the specific context. The main findings indicate that students' adoption of AI in L2 writing is primarily driven by perceived usefulness and ease of use. While AI is seen to enhance writing quality, it concurrently presents significant challenges, particularly concerning its potential negative impact on critical thinking, the writing process, and student confidence. Crucially, the study also identifies that students actively develop strategies to mitigate these challenges, emphasizing ethical integration, originality, and independence. The study's novelty is positioned on its exploration of both the benefits and challenges of AI in L2 writing, with a specific focus on student experiences and their adaptive strategies. While the broad topic of AI in L2 writing is gaining traction, the emphasis on students' proactive approaches to ethical integration and maintaining independence offers a valuable contribution to the existing literature. Future research could elaborate further on the specific "ways" students overcome challenges and delve into pedagogical interventions that can effectively harness AI's benefits while safeguarding critical cognitive skills. Overall, this qualitative exploration provides a foundational understanding of the complex relationship between AI and L2 writing, highlighting the urgent need for educators and institutions to develop informed strategies for its responsible and effective implementation.

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