Language Growth
Perceptions of Using AI Tool to Assists English Writing among Non-academic Adult: A Case of HugginChat View Digital Media
Paper Presentation in a Themed Session Yuchin Chang
Given the rapid and continuous evolution of technological instruments, the use of AI to assist learning has been growing significantly. This study explores how effective the AI is in enhancing adult’s English writing, a domain where the role of AI, especially in tools like HuggingChat, remains under-researched. Participants who are non-academic writer are aged between 23 to 26. The participants utilize HuggingChat to help them organize their ideas and compose a paragraph following the formal structure of an article. In the study, they use the tool to write one hour a week for three weeks. This study uses interviews to collect the in-depth understanding of the satisfaction after participants utilize the system. Then, Grounded theory analysis proposed by Glaser & Strauss (1967) is applied to analyze the excerpts from the interview. The research is conducted to: (1) examine participant’s overall attitude and perception toward the using of AI to assist English Writing.
Featured AI Tools Supporting English as a Foreign Language
Paper Presentation in a Themed Session Axson Lin
The study examines how AI tools support English as a Foreign Language (EFL) university freshmen in mastering reading strategies and evaluates whether structured instruction improves their AI literacy. EFL students often face challenges such as limited vocabulary, difficulty with complex texts, and identifying key ideas. This research explores the role of AI tools like ChatGPT in addressing these obstacles. Throughout the semester, students engaged with AI tools through four structured prompts designed to enhance reading strategies: expanding vocabulary, simplifying complex texts, identifying main ideas, and analyzing details. These activities were intended not only to address common reading challenges but also to teach students how to effectively interact with AI to support their language learning. Surveys conducted at the beginning and end of the semester assessed changes in students’ AI literacy, focusing on their understanding of AI concepts, practical application of tools, critical evaluation of AI outputs, and ethical awareness. Preliminary results suggest significant improvements in reading strategies, with students becoming more confident and skilled in using AI tools. Additionally, increased AI literacy was evident through enhanced ability to critically assess AI systems and integrate them effectively into academic tasks. By addressing reading challenges and fostering AI-related skills, this study highlights the dual benefits of AI integration in EFL curricula. The findings demonstrate the potential of AI to enhance language learning and equip students with essential digital competencies for global academic contexts.
