Rethinking Writing Education In The Age Of Generative Ai
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Rethinking Writing Education in the Age of Generative AI
Bringing together leading scholars and practitioners, Rethinking Writing Education in the Age of Generative AI offers a timely exploration of pressing issues in writing pedagogies within an increasingly AI-mediated educational landscape. From conceptual and empirical work to theory-guided praxis, the book situates the challenges we face today within the historical evolution of writing education and our evolving relationship with AI technologies. Covering a range of contexts such as L2/multilingual writing, first-year writing, writing centers, and writing program administration and faculty development, the book examines various AI-informed writing pedagogies and practices. Drawing on interdisciplinary perspectives from writing studies, education, and applied linguistics, the book bridges theory and practice to address critical questions of innovation, ethics, and equity in AI-supported teaching. This book is essential for writing educators and researchers looking to leverage AIs to facilitate the teaching and learning of writing in critical and transformative ways.
Rethinking Language Education in the Age of Generative AI
Rethinking Language Education in the Age of Generative AI bridges the gap between theory, research, and practice in AI and language education. Through conceptual pieces, empirical studies, and practical applications, this book provides critical insights and implications for reimagining language education in the age of generative AI. The contributors explore a wide range of issues, reflections, and innovations in AI and language education across diverse contexts, including English as a Second Language (ESL), English as a Foreign Language (EFL), foreign language learning, postsecondary pathways programs for international students, and language teacher education programs. Topics examined include critical AI literacy, GenAI-informed second language teaching and assessment, teacher and student perceptions, tool development for language learning, as well as ethical considerations, policies, and guidelines. The book incorporates interdisciplinary perspectives, such as L2/foreign language studies, education, and applied linguistics, as well as global insights from countries like the United States, Canada, South Korea, Thailand, Indonesia, and the Philippines. This book is essential for students and researchers seeking to leverage AI to enhance language teaching and learning in innovative, critical, ethical, and responsible ways.
Impact of Emergent Technologies on Writing Centers and Pedagogy
Emergent technologies reshape the landscape of writing centers and pedagogical practices in higher education. From AI-driven writing tools to collaborative platforms and digital feedback systems, these innovations transform how writing support is delivered, accessed, and understood. Writing centers are no longer confined to physical spaces, instead they evolve into hybrid or fully online environments that accommodate diverse learner needs and preferences. Pedagogically, instructors and tutors rethink traditional approaches, integrating digital literacy, multimodal composition, and ethical engagement with technology into their curricula. As a result, emergent technologies enhance accessibility and efficiency while challenging educators to critically examine the role of technology in writing instruction and the student learning experience. Impact of Emergent Technologies on Writing Centers and Pedagogy explores the impact of emergent technologies on writing centers and writing pedagogy in higher education worldwide. It examines the themes, concerns, and challenges emerging from different writing centers and their culturally and linguistically diverse responses towards the latest transformations in writing pedagogy. This book covers topics such as digital literacy, policymaking, and writing programs, and is a useful resource for educators, computer engineers, academicians, researchers, and scientists.