The advent of generative artificial intelligence (AI) has transformed information acquisition and utilization in higher education academic writing. This study fills the empirical research gap by examining how university students use generative AI tools for digital academic writing. The study investigates the experiences of 140 undergraduates enrolled in an ‘Introduction to Linguistics’ course at a university in Hong Kong employing generative AI applications, such as ChatGPT3.5 and the AI Image Generation feature in Padlet, for a collaborative multimedia Wikibook project spanning 13 weeks. The mixed-method approach included analyzing AI-generated content integration within 29 multimedia-enhanced Wikibook chapters, development logs with ChatGPT interactions, the assimilation of AI-generated content into drafts, and collaborative composition dynamics. Additionally, a survey with 98 student responses assessed perceptions regarding AI efficacy in academic writing support. Key findings reveal the multifaceted role of ChatGPT in shaping discourse, offering linguistic tools, and structuring information. The students recognized the advantages of leveraging AI tools, rapidly acclimating to their strengths and limitations through practical engagement. The outcomes of this research offer insights into students’ effective utilization of AI-generated content and suggest potential directions for incorporating generative AI tools into academic writing pedagogy. Copyright © 2024 by the authors.

Some previous studies have found that teachers are sensitive to traditional prescriptions such as the use of whom rather than who in object function, and between you and me rather than between you and I. This paper aims to examine whether Australian teachers as native speakers of English and Hong Kong teachers as non-native English speakers still display such conservative attitudes towards disputable usages these days. Data were collected via two elicitation tests. In the first survey, 34 Australian teachers and 37 Hong Kong teachers were invited to participate in a judgement test. Their responses were compared with those of students. In the second survey, 73 Australian teachers, 70 Hong Kong teachers, 207 Australian students and 188 Hong Kong students were presented with a proofreading test. The findings showed significant differences between teachers and students towards disputable usages. Both Australian teachers and Hong Kong teachers had a higher tendency to reject and replace items such as different to, less + plural noun and final prepositions. This suggests that tolerance diminishes with involvement in teaching and familiarity with prescriptive rules. Pedagogical implications of these findings are also discussed. Copyright © 2001 SAGE Publications.

Artificial intelligence (AI) literacy is widely recognized as a new set of competencies that people use AI effectively and ethically in everyday life. In K-12 education, educators have started to employ different pedagogical strategies to foster students' AI literacy. Using digital story writing (DSW) in the classroom is an effective inquiry-based pedagogical approach to address literacy development by improving language and technological abilities across disciplines. This study recruited 82 primary students in Hong Kong to attend a three-month DSW journey to learn AI and completed a knowledge test at the end of the program. Among the students, 16 best-achieving students were further invited to participate in artefact-based interviews, and we further analysed their work to understand how they formulate AI understandings. It is found that the participating students were able to propose an authentic scenario, apply their new knowledge of AI and think up meaningful AI-driven solutions in their digital stories. Furthermore, we examined students' DSW process in terms of inquiry-based pedagogical cycle (orientation, conceptualization, investigation, conclusion, discussion) to demonstrate how they learn AI. Overall, DSW as an inquiry could effectively foster students' AI literacy in using and applying AI knowledge to solve real-life problems, far beyond merely knowing and understanding related concepts. We suggest that using DSW as a pedagogy has the potential to support students to scaffold students’ AI understanding, particularly for young children. Copyright © 2022 The Authors. Published by Elsevier Ltd.

The rapid development of generative artificial intelligence (GenAI) tools (e.g. ChatGPT) has elicited mixed reactions among English language instructors and learners. This study explores how first-year students in an English for Academic Purposes (EAP) course at a Hong Kong university perceive GenAI and traditional grammar-checking tools (e.g. Grammarly, MS Word). We employed a qualitative methodology grounded in the interpretivist paradigm, conducting semi-structured interviews with 14 students. The findings revealed the students perceived GenAI tools to be more comprehensive and authoritative, as they provide detailed explanations and contextual insights that enhance language proficiency. However, they also noted concerns about overreliance, data privacy and equitable access to premium features. The study examines the ethical and pedagogical implications of integrating GenAI tools into higher education, highlighting their potential and the necessity of institutional guidance. It contributes to the ongoing discourse on the role of GenAI in academic writing instruction. Copyright © 2024 The Author(s).

Mastering the skill of writing from multiple sources is essential for university students. Against today's multilingual backdrop, students not only need to engage with various sources but may also encounter materials in different languages. However, most existing research on source-based writing has focused on monolingual contexts, leaving us with a limited understanding of how students integrate cross-linguistic sources in their writing. To address this gap, we conducted a preliminary exploration of language use in the context of writing an English text based on a series of Chinese (L1) and English (L2) sources among 33 university students in Hong Kong. By utilising multiple methods (i.e., writing logs, questionnaires, and interviews), we examined students' language use as reflected in their access to sources in different languages and their self-reported writing processes. The results did not show a significant difference in the use of L1 and L2 in integrating sources, despite the final written text being in L2. Additionally, we found that the two languages dynamically interacted with each other, supporting different stages of the writing process. The study also provides pedagogical implications for source-based writing in a bilingual context. Copyright © 2024 Published by Elsevier Ltd.

Improving primary students' reading comprehension is one of the most significant objectives shared by all language educators. Recent studies have highlighted the uniquely important role of executive function (EF) in underpinning reading comprehension, both directly and indirectly through other reading-related skills. Reading engagement, which may require active management from readers, has been widely acknowledged as a crucial contributor to reading comprehension. Therefore, it has been claimed that EF can facilitate reading engagement and, in turn, benefit reading comprehension. However, the relationships between EF, reading engagement, and reading comprehension have not been fully explored yet. In the present study, 225 primary Grades 3 and 5 students in Hong Kong were invited to complete a battery of tasks, including EF tasks, reading engagement questionnaire, and reading comprehension task. The findings suggested that EF exerted indirect effects on reading comprehension through reading engagement, beyond its direct effect. Furthermore, when comparing the hypothesized model between students from the two grades – the effect size of each path in Grade 5 was found to be higher than in Grade 3. Additionally, the indirect effect of EF on reading comprehension via reading engagement was only found to be significant in Grade 5. Theoretical implications were discussed based on the present findings – which also enlightened teaching reading in the context of Chinese. Copyright © 2024 selection and editorial matter, Sin Manw Sophia Lam, John Chi-Kin Lee and Chung Mou Si; individual chapters, the contributors.

Teacher written feedback (TWF) refers to the written comments, corrections and responses offered by second language (L2) teachers on students’ writing drafts. This practice, being considered common and important in scaffolding L2 students’ writing process and improving writing products, has attracted significant research attention.Among the existing literature, two gaps have been discovered. Firstly, the majority concentrated on written corrective feedback (WCF), indicating feedback exclusively on linguistic and grammatical errors. However, in many English-teaching classes, teachers not only provide linguistic feedback, but also deliver feedback on non-linguistic aspects of writing problems, including content, organisation, genre and linguistic use. Moreover, L2 students were found to expect different aspects of TWF in their writing. Thus, research on WCF exclusively is insufficient to generate a comprehensive comprehension of TWF, does not reflect the teaching practice in authentic classes and ignores the preferences of students. Secondly, research on TWF was mostly quasi-experimental, investigating the efficacy of feedback on writing performance. This overemphasis on the written products as evidence of learning overlooks the learning that could happen during the process where students engage with TWF and the individual and contextual factors that come into play during the process. Thus, there is a call for more research on learner engagement with teacher feedback on all aspects (i.e. local, global and praises) and how various writer-related and contextual factors mediate engagement. To respond to this call, the current qualitative longitudinal case study tried to fill the gap by investigating how Chinese English-major university students with diverse English proficiency levels engaged with TWF from cognitive, behavioural and affective perspectives in a naturalistic classroom setting as well as examined individual and contextual factors that mediated student engagement

In response to the call for integrating a praxis orientation to understand processes of language development through active engagement with teachers and learners, this article introduces techno-reflective narrative interview (TRNI) as a tool to understand how learners invest in their English as a second language (ESL) language and literacy practices as social practices in English medium instruction (EMI) courses. It is timely in integrating both technical and critical guidance for methodological innovations in the field of applied linguistics. To illustrate how this aim is achieved, this article first justifies the significance and theoretical basis of TRNI by elaborating on the definitions of and underpinning rationale for it, followed by the relationship among second language (L2) learners, investment, and TRNI. It then discusses the methods adopted by the 69 most cited empirical studies from Google Scholar that used the model of L2 investment as the theoretical model and compares these methods with TRNI. Finally, it discusses how TRNI was developed and adopted in two action research projects conducted by the author and two lecturers among local undergraduate students in the Hong Kong context. Through these steps, I demonstrate how TRNIs can be adopted or adapted to provide an interactive space for ESL learners to reconstruct and perform their English speaker and learner identities, share their learning experiences with the agency to introduce their positions, voices, and stories, and therefore, claim legitimacy as English users in EMI courses. Copyright © 2024 Elsevier Ltd. All rights reserved.

Technostress is a phenomenon in which rapid technological advancement affects teachers’ psychological well-being. It is an emerging concern in English language education, which may be exacerbated by the advent of generative artificial intelligence (GenAI) tools such as ChatGPT. This study explores the factors that influence technostress among English language teachers using GenAI tools and strategies that can alleviate it. Based on the analysis of qualitative data from semi-structured interviews with 16 instructors at higher education institutions in Hong Kong, the study identifies the rapid advancement of AI technology, inadequate training and lack of experience as contributors to technostress. It also names mitigating strategies including targeted professional development, online engagement and gradual integration. These techniques can foster Technological Pedagogical Content Knowledge (TPACK) and reduce the challenges of incorporating GenAI into English teaching. The findings align with existing literature on the impact of technostress and the role of TPACK. The practical implications include the need for comprehensive training, supportive communities and a balanced approach to AI integration. This investigation also expands the theoretical understanding of technostress in English language teaching and the use of GenAI tools, providing empirical support for existing frameworks. It also suggests directions for future research, which could investigate teacher well-being, effective AI integration and the impact of TPACK. Copyright © 2024 Educational Technology & Society.