Description
The emergence of generative artificial intelligence (GAI) has created new opportunities for second language (L2) writers to access on-demand support throughout the writing process. While existing research has documented the benefits and challenges of GAI-assisted writing, relatively little is known about the strategies that undergraduates employ when interacting with these tools in writing essays. Guided by Activity Theory (AT), this study explores the use of GAI chatbot-assisted L2 writing strategies among English majors for essays and how these strategies are shaped by the interactions among learners, tools, goals, and contextual factors within the activity system. A qualitative design was adopted involving 4 English-major undergraduates. Data were collected through chatbot interaction logs, writing drafts, and semi-structured interviews. The data were analyzed thematically through the AT lens, focusing on the relationships among subjects, mediating tools, objects, rules, community, division of labor, and outcomes. The findings indicate that students employ a range of strategies when engaging with GAI chatbots, including idea generation, language refinement, content organization, feedback seeking, verification of information, and self-regulated learning. The study contributes to a deeper understanding of GAI-mediated L2 writing practices and offers pedagogical implications for responsible use of AI technologies in higher education.
Từ khóa
GAI chatbot, L2 writing strategies, Activity Theory, English-major undergraduates
Thông tin các tác giả
Nhan Do is a lecturer of English at Can Tho university and pursuing PhD in Applied Linguistics at the University of Auckland.
