Speaker
Description
Author: Le Thi Tuyet Nhung
Email: nhung.lethituyet@umt.edu.vn
University of Management and Technology
Abstract
Generative AI has significantly transformed pedagogical approaches both within and beyond the classroom. To address concerns regarding irresponsible AI use and excessive reliance among learners, this study demonstrates how to implement writing practice activities that promote learner agency and reflection across three distinct stages: (1) composing AI-free handwritten essays, (2) utilizing AI as a learning tutor, and (3) employing delayed repetition by rewriting the same topic after a week. A 7/3 rubric was employed to incentivize students for immediate feedback and to learn from their errors and omissions. Quantitative cross-analysis revealed that students were proficient in prompting AI to assist them in expanding their ideas based on their original version and acquiring new vocabulary, improved grammar, and coherence in the subsequent version. The qualitative data showed that students obtained improved self-regulated learning after participating in the writing activities. Hence, this research presents a feasible educational methodology for language practitioners to enhance learner autonomy and promote responsible AI use.
Keywords: learner agency, AI-aware language assessment, responsible AI use, self-regulated learning, mixed-methods research
