Exploring the Risk of Being Transparent About GenAI use in Second Language Writing

Abstract

This study investigates the potential risks associated with transparency in the use of Generative Artificial Intelligence (GenAI) tools in second language (L2) writing. It examines the impact of AI disclosure on student grading and trust within student-teacher relationships, while also analysing the effects of over-reliance on AI tools on students' writing and critical thinking skills. The research situates these findings within a broader context, discussing global trends in AI adoption in education and the ethical dilemmas surrounding its use. Drawing from previous studies, the analysis highlights biases in assessments of AI-assisted work and the challenges of balancing ethical guidelines with effective AI integration. By providing recommendations for educators and policymakers, this study seeks to contribute to the ethical and effective implementation of GenAI in L2 education, ensuring both enhanced learning outcomes and the development of essential skills.