Understanding EFL learners’ strategies in AI-assisted English writing: An activity theory perspective

Tingting Xu; Fang 上海外国语大学; Timothy Teo

Autores/as

Tingting Xu Shanghai International Studies University https://orcid.org/0009-0002-6071-3857
Fang 上海外国语大学 Shanghai International Studies University (Corresponding author) https://orcid.org/0000-0001-6706-8251
Timothy Teo The Chinese University of Hong Kong https://orcid.org/0000-0002-7552-8497

Palabras clave:

IA, Estrategias de escritura, Estudiantes de EFL, Teoría de la Actividad

Agencias: This study was supported by the Shanghai Social Science Planning Project ‘Factors Influencing University Foreign Language Teachers’ Acceptance of Artificial Intelligence and Intervention Mechanism: A Study in Shanghai’ (2024BYY008), and the Supervisor Academic Guidance Program of Shanghai International Studies University under Grant (2024DSYL012).

Resumen

A pesar del creciente interés por la IA en educación, pocos estudios han analizado las estrategias adoptadas por los estudiantes de inglés como lengua extranjera (EFL) cuando utilizan la IA para escribir. El estudio se basa en la Teoría de Actividad y explora las estrategias de los estudiantes para interactuar con IA en escritura. Se recopilaron y analizaron grabaciones de pantalla, registros de chat y entrevistas semiestructuradas. Los resultados indicaron que los estudiantes adoptan directamente la instrucción L1 o L1-L2 de manera intercambiable para revisar la adecuación (Herramientas); utilizan diversas herramientas digitales para garantizar la autenticidad y buscar la perfección (Herramientas); comunican los requisitos específicos de instructores a la IA para dirigirla en su procesamiento (Reglas); revisar los contenidos generados por la IA para evitar que sean detectados como “plagio” (Reglas). Los resultados enriquecieron la comprensión de la Teoría de la Actividad para explicar las estrategias de escritura asistida por IA, y subrayaron la importancia de la integridad académica en el uso de la IA para escritura de estudiantes. Este estudio también ofrece implicaciones prácticas para los estudiantes y los educadores a fin de aprovechar la IA para la escritura en educación.

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Biografía del autor/a

Tingting Xu, Shanghai International Studies University

Tingting Xu is a PhD. candidate at Shanghai International Studies University. Her research interests are corpus linguistics and foreign language learning.

Fang 上海外国语大学, Shanghai International Studies University (Corresponding author)

Fang Huang is a professor at Shanghai International Studies University. Her research interests include technology adoption in language teaching and learning, intercultural studies, etc. She has published more than 40 SSCI journals and this year, she was selected as the top 2% scientist in Education by Stanford University, and top-cited researcher in Education by Elsevier.

Timothy Teo, The Chinese University of Hong Kong

Timothy Teo is a professor at the Chinese University of Hong Kong. His research interests include ICT in education, educational psychology, and quantitative methods.

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FUNDING INFORMATION:

This study was supported by the Shanghai Social Science Planning Project ‘Factors Influencing University Foreign Language Teachers’ Acceptance of Artificial Intelligence and Intervention Mechanism: A Study in Shanghai’ (2024BYY008), and the Supervisor Academic Guidance Program of Shanghai International Studies University under Grant (2024DSYL012).