Home  AI literacy  Human–AI Co-Learning in Academic Writing Among Chinese ESL Learners

Human–AI Co-Learning in Academic Writing Among Chinese ESL Learners

Name: Human–AI Co-Learning in Academic Writing Among Chinese ESL Learners
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Target Audience:

This article is useful for ESL/EAL teachers, EAP instructors, writing teachers, secondary and postsecondary educators, teacher educators, and researchers interested in AI-supported writing instruction. It is especially helpful for instructors who want to understand how generative AI can be used responsibly in academic writing classes.

Context for Application:

Teachers can use this article for professional learning, curriculum planning, or discussions about AI in writing instruction. It may be especially useful in EAP, academic writing, and senior ESL classes where students are already using or may soon use AI tools. Instructors can apply the ideas from the article by teaching students how to write better prompts, question AI-generated responses, compare AI feedback with their own ideas, revise thoughtfully, and reflect on their role as authors. The article also supports classroom conversations about academic integrity, responsible AI use, and how students can keep their own voice while using digital tools.

Value:

This article is valuable for educators because it offers a balanced view of GenAI in ESL academic writing. It shows how AI can become a scaffold rather than a shortcut when students are guided through critical AI literacy, ethical reflection, and teacher-supported practice. It also reminds instructors that students should learn how to question AI outputs, reflect on their thinking, and maintain their authorship.

Description:

Category

AI literacy, Digital, EAP, English for Specific Purposes, ESL Literacy, Learning, Research, & Development for Instructors, Research, Tech for Language Teaching & Learning

This review article examines how Chinese secondary and tertiary ESL learners use generative AI tools, such as ChatGPT, Claude, Doubao, and Pigai, in academic writing. It presents GenAI not only as a writing aid, but as part of a Human–AI co-learning process that can support prompt engineering, digital literacy, rhetorical awareness, metacognition, language production, and student agency. The article also discusses risks such as over-dependence on AI, reduced critical thinking, and ethical uncertainty.

Reference

Chan, J., Wong, J., Ieong, J., & Pang, H. (2026). Human–AI co-learning in academic writing among Chinese ESL learners. Frontiers of Digital Education, 3(2), Article 15. https://doi.org/10.1007/s44366-026-0089-8

Link

https://link.springer.com/article/10.1007/s44366-026-0089-8

Human–AI Co-Learning in Academic Writing Among Chinese ESL Learners

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