AI: A Digital Collaborator in EFL Writing Pedagogy
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บทคัดย่อ
In the AI-driven era, digital transformation is ubiquitous in all fields. Consequently, conventional instruction has come into question in the academic realm. Recently, a significant shift in pedagogy toward artificial intelligence in education (AIED) has been evident in all disciplines, including writing pedagogy. However, its efficacy remains a controversial topic among researchers and educators. In response to this issue, the present article aims to investigate three AI-integrated pedagogical frameworks: a hybrid process-based writing approach, an AI-based post-process writing approach, and a sociotechnical writing approach embracing the process-based writing approach to discern how this cutting-edge technology is driven in pedagogical practices in EFL writing pedagogy. The results indicated that each AI-augmented writing pedagogical framework has its unique characteristics. Productively and ethically applied to a particular EFL writing context, such AI-powered writing instructional approaches require certain pedagogical framework adjustment. Hence, the new AI-assisted three-phase process-based writing pedagogy is proposed in this article for a more practical and ethical pedagogical implication in writing pedagogy, specifically in the EFL writing academic context.
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Journal of Information and Learning ดำเนินการโดยสำนักวิทยบริการ มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี บทความที่ได้รับการตีพิมพ์ในวารสารได้รับความคุ้มครองตามกฎหมายลิขสิทธิ์ โดยเจ้าของลิขสิทธิ์จะมีสิทธิในการทำซ้ำ ดัดแปลง และเผยแพร่งานบทความ ทั้งรูปแบบอิเล็กทรอนิกส์ การทำฉบับสำเนา การแปล และการผลิตซ้ำในรูปแบบต่างๆ ลิขสิทธิ์บทความเป็นของผู้เขียนและสำนักวิทยบริการ มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี วารสารฯ ขอสงวนสิทธิ์ในการพิจารณาตีพิมพ์ตามความเหมาะสม รวมทั้งการตรวจทานแก้ไข การปรับข้อความ หรือขัดเกลาภาษาให้ถูกต้องตามเกณฑ์ที่กำหนด สำหรับผลการวิจัยและความคิดเห็นที่ปรากฏในบทความถือเป็นความคิดเห็นและอยู่ในความรับผิดชอบของผู้เขียน
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