Abstract
This paper explores how Chinese ESL students utilize Generative AI (Gen AI) in their writing processes, focusing on the stages of writing, specific methods of use, and language practices. The study was carried out in an English-medium instruction (EMI) environment at a Sino-American university in China. Data were collected through online surveys with 157 participants and follow-up interviews with nine students. Quantitative analysis of the survey data uncovered general patterns, while analysis of the interview data, using Polio & Freedman’s (2017) coding method to identify themes, provided detailed illustrations. Subsequent analysis indicates that students primarily engage with Gen AI in the early stages of writing for brainstorming to overcome initial hurdles. Information retrieval happens frequently throughout the writing process. However, ethical concerns and academic integrity issues discourage students from directly incorporating AI-generated text into their drafts. Regarding language use, Chinese ESL students make flexible language choices based on task goals, content relevance, and the perceived cultural appropriateness of AI-generated content. Though limited, this paper expounds on how Gen AI is flexibly utilized in ESL writing and aims to inspire future academic research in this emerging area. The assistive role of Gen AI in ESL writing is emphasized, and strategies for its responsible and critical use are proposed.
- Journal
- Journal of Response to Writing
- Published
- 2025-10-01
- CompPile
- Open Access
- OA PDF Gold
- Topics
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