Exploring how EFL students talk to and through AI to develop texts
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arXiv
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| Autores principales: | , , , , , |
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| Formato: | Preprint |
| Publicado: |
2026
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| _version_ | 1866914560661782528 |
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| author | Woo, David James Yu, Yangyang Huang, Yilin Wang, Deliang Guo, Kai Yeung, Chi Ho |
| author_facet | Woo, David James Yu, Yangyang Huang, Yilin Wang, Deliang Guo, Kai Yeung, Chi Ho |
| contents | Generative Artificial Intelligence (AI) introduces new considerations for English as a foreign language (EFL) writing pedagogy. This study explores how students talk to and through AI by prompt engineering and negotiating authorship, respectively, and whether any patterns in the latter relate to students' writing performance. Using an exploratory mixed methods design, we analyzed screen recordings of 44 Hong Kong secondary students completing a Curricular Writing Task with AI Chatbots. Content analysis identified ten types of prompting strategies students employed, including questions, searches, and detailed instructions. From clustering these strategies, three distinct profiles of human-AI rhetorical load responsibility emerged: AI-dominant (52% of students), Human-dominant (25%) and Collaborative human-AI (14%). A MANOVA analysis indicated no significant multivariate effect of rhetorical load responsibility on three dimensions of students' writing performance: content, language, and organization. Students' prompting strategies and rhetorical load responsibility patterns have implications for their engagement and autonomy in EFL writing pedagogy. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2605_12523 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Exploring how EFL students talk to and through AI to develop texts Woo, David James Yu, Yangyang Huang, Yilin Wang, Deliang Guo, Kai Yeung, Chi Ho Computation and Language Artificial Intelligence Human-Computer Interaction Generative Artificial Intelligence (AI) introduces new considerations for English as a foreign language (EFL) writing pedagogy. This study explores how students talk to and through AI by prompt engineering and negotiating authorship, respectively, and whether any patterns in the latter relate to students' writing performance. Using an exploratory mixed methods design, we analyzed screen recordings of 44 Hong Kong secondary students completing a Curricular Writing Task with AI Chatbots. Content analysis identified ten types of prompting strategies students employed, including questions, searches, and detailed instructions. From clustering these strategies, three distinct profiles of human-AI rhetorical load responsibility emerged: AI-dominant (52% of students), Human-dominant (25%) and Collaborative human-AI (14%). A MANOVA analysis indicated no significant multivariate effect of rhetorical load responsibility on three dimensions of students' writing performance: content, language, and organization. Students' prompting strategies and rhetorical load responsibility patterns have implications for their engagement and autonomy in EFL writing pedagogy. |
| title | Exploring how EFL students talk to and through AI to develop texts |
| topic | Computation and Language Artificial Intelligence Human-Computer Interaction |
| url | https://arxiv.org/abs/2605.12523 |