Week 6 Article Reflections (February 19th)

Is anyone else ready for the snow to be over, or is it just me? 😅 Here in southern Indiana, we got hit with another round of snow today. I believe this is the third time we've been out of school due to weather, and something tells me it won't be the last ... Anyway, here's to hoping for spring soon and my thoughts on the topics this week! 

Article 1: Exploring the Role of Artificial Intelligence in Facilitating Assessment of Writing Performance in Second Language Learning

Artificial intelligence (AI) is quickly changing education, and its role in assessing second-language (L2) writing is an area of growing interest. In this study, Jiang et al. (2023) investigate how AI-driven assessment tools can support both learners and educators in the writing process. The study highlights how AI can provide instant, detailed grammar, coherence, and organization feedback. These are typically areas where traditional assessment methods are lacking due to time constraints. AI tools not only help students improve their writing skills but also allow teachers to focus more on subjective concerns like argumentation and style. However, the study also raises concerns about AI’s ability to fully grasp context, creativity, and cultural nuances in writing, which are critical for L2 learners. As a teacher, I see both benefits and limitations in AI-assisted assessment. While these tools can enhance formative assessment and scaffold learning, they should complement, not replace, human feedback. Additionally, what I see from my multilingual learners is the need to build background knowledge on any given subject. I'm curious to know if this is possible while students use AI. What are your thoughts on AI in writing assessment? Is it a helpful tool or a potential crutch?

Article 2: Exploring the Ethical Dimensions of Using ChatGPT in Language Learning and Beyond

The rise of  ChatGPT is transforming how students engage with language learning. Silvia Vaccino-Salvadore’s study raises critical questions about the balance between AI’s benefits and potential drawbacks. While these tools offer instant feedback, personalized support, and enhanced practice opportunities (which is what I also mentioned in the first article for this week), they also introduce concerns about academic integrity, over-reliance, and ethical AI use. One of the major concerns highlighted in the study is how AI might unintentionally block true language understanding. If learners become too dependent on AI-generated responses, they may miss out on the deeper cognitive processes necessary for mastering a language. Additionally, issues of bias, data privacy, and originality come into play, particularly in academic contexts where authentic learning and ethical use of technology are essential. That said, ChatGPT isn’t naturally a problem, but how we use it matters. When integrated thoughtfully, AI can be a powerful tool for language learners, providing scaffolding and expanding access to feedback that might otherwise be limited. The key is to encourage students to engage critically with AI, and I believe all technology nowadays, and treat it as a learning aid rather than a replacement for genuine effort. As AI continues to evolve, educators and learners must carefully navigate its ethical dimensions. 

Article 3: Embracing the Disrupted Language Teaching and Learning Field: Analyzing YouTube Content Creation Related to ChatGPT

The way we teach and learn languages is changing rapidly, and social media platforms like YouTube are at the center of this transformation. In this study, the researchers explore how educators and content creators are using AI-powered tools to reshape language instruction. YouTube has become a hub for accessible, AI-driven learning, with videos offering everything from ChatGPT writing prompts to real-time language practice. The study highlights how creators leverage AI to generate content, provide explanations, and engage learners in ways traditional classrooms often cannot. However, it also raises questions about misinformation, quality control, and the risk of passive learning, where students consume content without actively developing their skills. As an educator, I find this shift both exciting and concerning. As we've seen from the other two articles I've mentioned this week, these technology tools can be very helpful for students, but only when used correctly. The accessibility of YouTube and AI tools makes language learning more flexible, but learners may struggle to distinguish between high-quality instruction and unreliable sources without proper guidance. This is where teachers would need to step in and teach students digital literacy that is necessary to use these tools. Sometimes, I find this hard to do on top of everything that is required to teach, but I know it will be worth it, especially for our world that is constantly evolving and innovating! 

References

Jiang, Zilu, Zexin Xu, Zilong Pan, Jingwen He, and Kui Xie. 2023. Exploring the Role of Artificial Intelligence in Facilitating Assessment of Writing Performance in Second Language Learning. Languages 8: 247

Vaccino-Salvadore, Silvia. 2023. Exploring the Ethical Dimensions of Using ChatGPT in Language Learning and Beyond. Languages 8: 191

Li, Belle, Xiaojing Kou, and Curtis J. Bonk. 2023. Embracing the Disrupted Language Teaching and Learning Field: Analyzing YouTube Content Creation Related to ChatGPT. Languages 8: 197.