Presentation Genre-based L2 writing pedagogy for writing the Introduction section of a research paper in the age of generative artificial intelligence more

In the age of generative artificial intelligence (GenAI), graduate-level L2 writers have been reported to encounter its limitation in generating discipline-specific discourse (Ou et al., 2024). Yet, effective pedagogical approaches for discipline-specific L2 writing remain underexplored. Theoretically guided by Genre Theory principles (Tardy et al., 2020) and Critical GenAI Literacy framework (Ou et al., 2024), this study examines the efficacy of integrating traditional genre-based writing pedagogies with collaborative GenAI output evaluation activities to enhance critical GenAI literacy in the context of discipline-specific research paper writing. It was conducted in an advanced academic writing course at a university in Japan with 18 engineering graduate students, focusing on the Introduction section (i.e., background information with literature review, followed by a summary of the study and its significance) due to its rhetorical complexity and susceptibility to GenAI hallucinations. The students first analyzed sample Introductions using Swales’ Create-a-Research-Space model (2004), and then engaged in joint and independent construction of their own Introduction. This was followed by collaborative critical evaluation of their own Introduction’s revisions generated by ChatGPT. The assignment drafts, weekly surveys, and interview results revealed the significance of scaffolded evaluation of GenAI outputs for the development of discipline-specific critical GenAI literacy.