Teaching academic writing in the ChatGPT era
DOI:
https://doi.org/10.17561/ae.v28n1.9475Keywords:
Project-based learning, Higher education, Academic writing, Artificial intelligenceAbstract
Mastering academic writing remains a formidable challenge for university students. However, the emergence of Artificial Intelligence (AI) has triggered a paradigm shift in the field, with growing evidence highlighting its potential to enhance instructional practices.This paper presents a classroom intervention conducted within an Education degree subject. Using a Project-Based Learning (PBL) framework, the study aimed to support first-year students in drafting simple academic texts. AI was integrated specifically to address the most complex aspects of the writing process: source discovery, information synthesis, and the mastery of genres structures and their linguistic conventions. The findings reveal that students engage proactively with these tools while simultaneously
developing a critical perspective on the reliability of AI-generated texts.
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