Generative AI’s recolonization of EFL classrooms
The case of continuation writing
Bibliographic Data
| ID | 21458447 |
|---|---|
| Authors | Nicola Stewart (0000-0003-3940-9201, Griffith University), Danson Zheng (0000-0001-5656-1999, Griffith University), Yangsheng Zheng |
| Year | 2024 |
| Volume | 47 |
| Issue | 3 |
| Pages | 383-409 |
| Publication date | 2024-12-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Review of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0155-0640 • E-ISSN: 1833-7139 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/aral.24091.ste |
| OpenAlex | W4405418576 |
| Language | EN |
| Citations received | 6 |
| References cited | 38 |
Continuation writing was recently introduced as a new element of China’s English as a Foreign Language (EFL) assessment. The assessment task requires students to complete the story within a set word limit. Preparing students for this task is challenging for Chinese EFL teachers, as little pedagogical guidance is supplied. Given the recent trend of incorporating Digital Multimodal Composing (DMC) in Chinese EFL classrooms, using generative AI to provide sample writings presents a potential option.. This process could be viewed as students creating mentor texts to inform their writing development. We argue that AI-generated continuation writing samples are predominantly built with complex but culturally hollow sentences. Particularly, AI-generated samples may prioritize “native-speakerism” in which local cultures are under-represented. Integrating AI-generated continuation writing samples without cultural awareness risks unintended recolonization of EFL classrooms. We illustrate our argument with data generated via AI chatbots. We mobilize Hallidayan systemic functional linguistics (SFL) to identify patterns in complex AI-generated sample texts. This study highlights potential risks when the dominant power reproduced by the language patterns in AI-generated texts is not critically considered
Generative grammar · Linguistics · Mathematics education · Sociology · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
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Decolonizing or recolonizing
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Thinking the unthinkable
From innovation to exclusion? Digital neocolonialism in language technologies
Innovations and Challenges in Applied Linguistics from the Global South
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Cohesion in English
Changing Communicative Needs, Revised Assessment Objectives
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Linguistic Features of Writing Quality
The affordances of digital multimodal composing for EFL learning
A large-scale comparison of human-written versus ChatGPT-generated essays
Teaching English
Artefacts, practices and pedagogies
Affective knowledge versus affective pedagogy
The Ecology of Global English
Post-Colonial Studies
Decolonial AI
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Chinese EFL learners’ misconceptions of noun countability and article use
Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools
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Standards of English and politics of inclusion
The Routledge handbook of English as a lingua franca
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An Introduction to Functional Grammar
Decolonizing Academic Writing Pedagogies for Multilingual Students
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| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |