AI Pedagogy in University Writing Courses (Poster 12)

• In Event: AERA Poster Session Thursday 1:45 p.m.
  In Poster Session: Advanced Technologies for Learning Poster Session 1

Abstract

This study examines the implementation of AI-assisted pedagogy in undergraduate English composition courses at a large Southwestern university. The researchers encouraged students to use AI for self-guided review of drafts. The study analyzes students' perceptions of AI after gaining AI literacy and utilizing it during the writing process, employing qualitative analysis of student experiences. Findings reveal a complex learning experience, with students reporting both benefits and challenges in AI integration. Five distinct clusters emerged from the data, highlighting aspects such as skill development, course design, and struggles with writing. Analysis reveals that AI pedagogy, when thoughtfully implemented, can foster critical thinking, resilience, and deeper engagement with the writing process while emphasizing the need for ongoing instructor support.

Authors

• Rich Paul Cooper, Texas A&M University

• Mahjabin Chowdhury, Texas A&M University

• Anjana Azhuvath, Texas A&M University

• Anya Mohammed, Texas A&M University