(Argumentative) Writing competence and the usage of AI-driven writing assistance tools in secondary ELT

Dr. Can Küplüce

Innovations in natural language processing and the widespread availability of generative AI tools based on large text corpora mean that many academic tasks can be automated. One area where this is particularly true is academic writing. With the mass adoption of generative AI by students, many educational institutions are facing pressing questions regarding the development of and impact on writing skills. These questions include the skills needed to teach and use these tools, their impact on writing skills, and their potential for individualization and inclusion. With the help of a quasi-experimental intervention design and qualitative accompanying research, the project aims to contribute to addressing precisely these questions. Specifically, the effects of generative AI tools on academic writing skills and products will be examined in a cross-national mixed-methods study. The focus is on an empirically based practical perspective on the potential, the limits and the necessary (competence) requirements for the profitable use of generative AI tools in academic writing processes.