Employing AI in ESL Classrooms: Assumptions, Development, and the Use of AI-Integrated Writing Tasks

Abstract

As AI becomes increasingly inevitable in educational settings, understanding its effective implementation becomes paramount. This qualitative case study examines the potential benefits and underlying assumptions of AI-integrated writing tasks in the second-language classroom. The study examines the effectiveness of an adapted picture description writing task, employing AI image generation as an indirect feedback tool, in terms of learner autonomy, affective factors, and language enrichment. Additionally, the paper assesses the prerequisite knowledge and competencies required of teachers to integrate AI into the classroom. The writing task was administered to two groups of intermediate ESL learners, one of which used an AI Image Creator as a support tool. Data was collected through the individual performance of each learner during the task. Perceptions and attitudes were also gathered through questionnaires and semi-structured interviews with the students and the teacher after the intervention. The results revealed the positive effect of using the Image Creator on the student writing, autonomy, and motivation. It also shed light on the technical knowledge required to use AI-integrated tasks in the second language classroom.

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