{"id":4949,"date":"2026-05-31T01:48:45","date_gmt":"2026-05-31T05:48:45","guid":{"rendered":"https:\/\/bestpractices.teslontario.org\/?post_type=wpbdp_listing&#038;p=4949"},"modified":"2026-05-31T02:01:48","modified_gmt":"2026-05-31T06:01:48","slug":"human-ai-co-learning-in-academic-writing-among-chinese-esl-learners","status":"publish","type":"wpbdp_listing","link":"https:\/\/bestpractices.teslontario.org\/en\/all-resources\/human-ai-co-learning-in-academic-writing-among-chinese-esl-learners\/","title":{"rendered":"Human\u2013AI Co-Learning in Academic Writing Among Chinese ESL Learners"},"content":{"rendered":"<p>This <a href=\"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s44366-026-0089-8.pdf\">review article<\/a> 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\u2013AI 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.<\/p>\n<p>Reference<\/p>\n<p>Chan, J., Wong, J., Ieong, J., &amp; Pang, H. (2026). Human\u2013AI co-learning in academic writing among Chinese ESL learners. <em data-start=\"149\" data-end=\"184\">Frontiers of Digital Education, 3<\/em>(2), Article 15. <a class=\"decorated-link\" href=\"https:\/\/doi.org\/10.1007\/s44366-026-0089-8\" target=\"_new\" rel=\"noopener\" data-start=\"201\" data-end=\"242\" data-is-last-node=\"\">https:\/\/doi.org\/10.1007\/s44366-026-0089-8<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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\u2013AI co-learning process that can support prompt engineering, digital literacy, rhetorical awareness, metacognition, language production, and [&hellip;]<\/p>\n","protected":false},"author":20,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_uf_show_specific_survey":0,"_uf_disable_surveys":false},"wpbdp_category":[907,11,553,552,103,23,541,544],"wpbdp_tag":[827,908,348,1026,216,899,898,891,913,1027,520],"class_list":["post-4949","wpbdp_listing","type-wpbdp_listing","status-publish","hentry","wpbdp_category-ai-literacy","wpbdp_category-digital","wpbdp_category-eap","wpbdp_category-english-for-specific-purposes","wpbdp_category-esl-literacy","wpbdp_category-professional-learning","wpbdp_category-research","wpbdp_category-tech-for-language-teaching-and-learning","wpbdp_tag-academic-writing","wpbdp_tag-ai-literacy","wpbdp_tag-digital-literacy","wpbdp_tag-eal","wpbdp_tag-eap","wpbdp_tag-educational-technology","wpbdp_tag-esl","wpbdp_tag-generative-ai","wpbdp_tag-responsible-ai-use","wpbdp_tag-teacher-guidance","wpbdp_tag-writing-skills"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Human\u2013AI Co-Learning in Academic Writing Among Chinese ESL Learners - Ontario&#039;s Directory of Best Practices for Language Training<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/bestpractices.teslontario.org\/en\/toutes-les-ressources\/human-ai-co-learning-in-academic-writing-among-chinese-esl-learners\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Human\u2013AI Co-Learning in Academic Writing Among Chinese ESL Learners - Ontario&#039;s Directory of Best Practices for Language Training\" \/>\n<meta property=\"og:description\" content=\"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. 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