College English Writing Instruction in a ChatGPT Context

Abstract

Abstract:

As a representative of the latest stage in artificial intelligence development, ChatGPT has attracted widespread attention from various sectors of society and has also brought new assistance to foreign language/second language writing instruction. From the perspective of activity theory, this paper analyzed college English writing instruction in the ChatGPT context, by exploring at each stage how teachers can effectively utilize ChatGPT to prepare and organize English writing instruction while actively mitigating potential risks associated with the new technologies. In this process, there have been corresponding changes in the teachers' roles. The teachers have reduced the time spent on knowledge output and repetitive tasks while increasing the emphasis on critical thinking and emotional guidance.

Key words:English writing instruction,ChatGPT,activity theory,teachers'roles

CLC Number:

H319

CHEN Mo, LV Mingchen. College English Writing Instruction in a ChatGPT Context[J]. Contemporary Foreign Languages Studies, 2024, 24(1): 161-168.

References29

[1]	Dwivedi Y. K., N. Kshetri L. Hughes,et al.2023. Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy[J].International Journal of Information Management71: 1-63.
[2]	Fryer L.K.,M. Ainley A. Thompson A. Gibson & Z. Sherlock. 2017. Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and human task partners[J].Computers in Human Behavior75: 461-468. doi:10.1016/j.chb.2017.05.045 URL
[3]	Guo K. & D.Wang.2023. To resist it or to embrace it? Examining ChatGPT's potential to support teacher feedback in EFL writing[J/OL].Education and Information Technologies. [2023-08-29].https://doi.org/10.1007/s10639-023-12146-0.
[4]	Kohnke L., B. L. Moorhouse & D. Zou. 2023. ChatGPT for language teaching and learning[J].RELC Journal54(2): 537-550. doi:10.1177/00336882231162868 URL
[5]	Lantolf J. & S. Thorne.2013.Sociocultural Theory and the Genesis of Second Language Development[M]. Shanghai: Shanghai Foreign Language Education Press.
[6]	Lo C. K.2023. What is the impact of ChatGPT on education? A rapid review of the literature[J].Education Sciences13(4): 1-15. doi:10.3390/educsci13010001 URL
[7]	Mohamed A. M.2023. Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: Perceptions of EFL Faculty Members[J/OL].Education and Information Technologies. [2023-06-20].https://doi.org/10.1007/s10639-023-11917-z
[8]	Seloni L.2022. Activity theory as an analytical framework to understand expertise in L2 writing instruction[J].Journal of Second Language Writing58: 1-3.
[9]	蔡薇.2023. ChatGPT环境下的汉语学习与教学[J].语言教学与研究(4): 13-23.
[10]	大学外语教学指导委员会.2020.大学英语教学指南[M]. 北京: 高等教育出版社.
[11]	谷陵.2023. ChatGPT对国际中文师资培养的影响与应对[J].云南师范大学学报(对外汉语教学与研究版)(3): 63-70.
[12]	郭茜、冯瑞玲、华远方.2023. ChatGPT在英语学术论文写作与教学中的应用及潜在问题[J].外语电化教学(2): 18-23.
[13]	胡加圣、戚亚娟.2023. ChatGPT时代的中国外语教育:求变与应变[J].外语电化教学(1): 3-6.
[14]	胡壮麟.2023. ChatGPT谈外语教学[J]. 中国外语20(3):1, 12-15.
[15]	金旋.2023. ChatGPT深度融入国际中文教育的应然功能、实践困境和应用策略[J]. 云南师范大学学报(哲学社会科学版)55(4): 52-58.
[16]	李宝贵等.2023. “ChatGPT来了:国际中文教育的新机遇与新挑战”大家谈(下)[J].语言教学与研究(4): 1-12.
[17]	刘利等.2023a. “ChatGPT来了:国际中文教育的新机遇与新挑战”大家谈(上)[J].语言教学与研究(3): 1-14.
[18]	刘利等.2023b. ChatGPT给国际中文教育带来的机遇与挑战——北京语言大学与美国中文教师学会联合论坛专家观点汇辑[J].世界汉语教学(3): 291-315.
[19]	吕海霞、安晓灿.2015. 大学英语数字化写作环境下教师角色的自我认知调查[J].当代外语研究(10): 36-40. doi:10.3969/j.issn.1674-8921.2015.10.007
[20]	秦颖.2023. 人机共生场景下的外语教学方法探索——以ChatGPT为例[J].外语电化教学(2): 24-29.
[21]	秋叶、刘进新、姜梅、定秋枫.2023.秒懂AI提问[M]. 北京: 人民邮电出版社.
[22]	滕延江.2018. 写作教师身份视角下的二语写作[J].当代外语研究(6): 99-105.
[23]	王建磊、曹卉萌.2023. ChatGPT的传播特征、逻辑、范式[J].深圳大学学报(人文社会科学版)(2): 144-152.
[24]	肖辛格、储小静、刘云.2023. ChatGPT对我国语言战略的冲击与应对[J].天津师范大学学报(社会科学版)(5): 65-73.
[25]	徐昉.2011. 英语写作教学法的多视角理论回顾与思考[J].外语界(2): 57-64.
[26]	徐锦芬、雷鹏飞.2018. 社会文化视角下的外语课堂研究[J].现代外语(4): 563-573.
[27]	杨敏、王亚文.2023. ChatGPT的“理解”与“意义”:论其生成语言背后的形式、功能与立场[J].中国外语(3): 24-32.
[28]	杨永林.2012. 写作教学,十大视角——从经典修辞学到数字化写作[J].当代外语研究(3): 131-136.
[29]	张震宇、洪化清.2023. ChatGPT支持的外语教学:赋能、问题与策略[J].外语界(2): 38-44.