The Impact of Artificial Intelligence Tools on Second Language Writing

College of Foreign Languages, Hengshui University, Hengshui, China

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Within the new era, second language writing as an essential aspect of second language acquisition, as well as a crucial tool of international communication, has had its efficiency and quality become central in the context of foreign language education. The article is backed by the Long Interaction Hypothesis, Swain Output Hypothesis, and Holec Autonomous Learning Theory, to organize the list of applications of the artificial intelligence tools in the second language writing, discuss the positive or negative impact of the former and present the recommendations of the perspectives of the future. Studies have demonstrated that artificial intelligence technology may improve the writing skills of students in a second language, facilitate self-directed learning, and successfully contribute to digital technology changes in the second language writing. Nevertheless, content templating, lack of pragmatic knowledge, and over-dependence of tools on learners are also some of the limitations. According to this, the proposed research suggests recommendations including the reinforcement of teacher guidance and the establishment of the critical use consciousness in learners, in order to attain the application of the symbiosis of technology, teachers, and learners.