Recently, artificial intelligence (A.I.) and its use in the language classroom is a topic that has sparked widespread discussion across the globe recently. Amongst these A.I. models, one particular software is called Jenni AI, which supports writers in creating pieces of writing step-by-step.
In this paper, the teacher-researcher reports on his experience in using Jenni AI to improve writing, with a focus on teaching structure and coherence, in a Grade 11 (Form 5) ESL/EFL classroom in a secondary school in Hong Kong. After completing an individual writing task, students were tasked to make use of the software to write the same piece again without extra guidance or feedback from the teacher. The students were then asked to compare and contrast the two sets based on language and structure, and to come up with recommendations to improve their writing in the future.
Observations from an initial attempt reveal students’ curiosity towards new technology, which possibly initiated a motivation to improve their own writing using the functions of the software. Repeated uses show awareness towards structure, improved confidence levels in writing and more self-motivated English learning in general. However, this also raises questions on catering for diversity, over-reliance of technology and whether or not such technology is actually necessary.
Sing Tsun Derek Wong, Ju Ching Chu Secondary School, Hong Kong