Using Large Language Models to Enhance Genre-Based English for Academic Purposes (EAP) Writing: A Path to Sustainable Development

Min He; Yahua Liu

doi:10.54097/f1qfkr93

Authors

Min He
Yahua Liu

DOI:

https://doi.org/10.54097/f1qfkr93

Keywords:

Education for Sustainable Development (ESD), English for Academic Purposes (EAP), Critical Digital Literacies (CDL), Genre-Based Instruction, EFL Doctoral Students

Abstract

In the context of the evolving digital era, this study introduces a conceptual model that integrates Education for Sustainable Development (ESD) into English for Academic Purposes (EAP) writing, leveraging Critical Digital Literacies (CDL). It aims to develop EFL doctoral students' competencies necessary for sustainable development, addressing the gap in current genre-based EAP instruction that often neglects comprehensive ESD competencies such as systems thinking and self-awareness. Utilizing innovative tools like ChatGPT within a CDL framework, the model focuses on both explicit teaching objectives related to genre knowledge and implicit ones tied to ESD. Specifically, the study outlines eight scenarios where GPT technology aids in achieving these pedagogical goals. By implementing this model, we aim not only to enrich the EAP writing curriculum but also to subtly shift educational practices towards embracing the values of sustainability and digitalization.

Downloads

Download data is not yet available.

References

[1] E. Bada and B. Genc, "Sustainability in English Academic Writing: The Binary Dilemma on Pronoun Utilization," Discourse and Communication for Sustainable Education, vol. 9, no. 2, pp. 40-48, 2018, doi: 10.2478/dcse-2018-0013.

[2] J. Man and J. Zhan, "Ensuring Sustainable Academic Development of L2 Postgraduate Students and MA Programs: Challenges and Support in Thesis Writing for L2 Chinese Postgraduate Students," Sustainability, vol. 15, no. 19, 2023, doi: 10.3390/su151914435.

[3] S. Sela and M. Putri, "Promoting Education Sustainable Development Through English Writing Skills Performance Improvement – Case Study on Students’ Perception in Undergraduate Writing Course," presented at the Proceedings of the Proceedings of The 1st Workshop Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification, Medan Indonesia, 26th January 2019, WOMELA-GG, 2019.

[4] K. Olszewska and J. Lo, "Examining Success and Sustainability of Academic Writing: A Case Study of Two Writing-Group Models " Canadian Journal of Higher Education, vol. 46, no. 4, pp. 132 - 145, 2016.

[5] A.-M. Eriksson, "Formulating knowledge Engaging with issues of sustainable development through academic writing in engineering education," Doctor the Department of Education, Communication and Learning, University of Gothenburg, 2014.

[6] P. Perkkilä and J. Joutsenlahti, "Academic Literacy Supporting Sustainability for Mathematics Education—A Case: Collaborative Working as a Meaning Making for “2/3”?," Transitioning to Sustainability, pp. 163-188, 2021.

[7] B. d. l. Harpe and I. Thomas, "Curriculum Change in Universities," Journal of Education for Sustainable Development, vol. 3, no. 1, pp. 75-85, 2009, doi: 10.1177/097340820900300115.

[8] Her Majesty’s Government. Securing the Future: Delivering UK Sustainable Development Strategy, 2005.

[9] D. Rowe, "Education for a Sustainable Future," Science, vol. 317, no. 5836, pp. 323–324, 2007.

[10] D. Tilbury, "Education for sustainable development: An expert review of processes and learning," UNESCO, Paris, 2011. Accessed: 16 February 2024.

[11] R. McKeown and C. Hopkins, "Rethinking climate change education: Everyone wants it, but what is it?," Green Teacher, vol. 89, pp. 17–21, 2010.

[12] K. D. Pi, "Equity: Teaching to engage all learners," 2015. Accessed: 16 July 2016.

[13] V. Nolet, Education for sustainability: Principles and practices for teachers New York: Routledge, 2016.

[14] UNESCO. Education for Sustainable Development Goals: Learning Objectives, 2017.

[15] R. Laurie, Y. Nonoyama-Tarumi, R. McKeown, and C. Hopkins, "Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research," Journal of Education for Sustainable Development, vol. 10, no. 2, pp. 226–242, 2016.

[16] D. Owens, "Sustainable Composition," in Ecocomposition Theoretical and Pedagogical Approaches, C. R. Weisser and S. I. Dobrin Eds.: State University of New York Press 2001, pp. 27-39.

[17] K. Hyland, "Genre pedagogy: Language, literacy and L2 writing instruction," Journal of second language writing, vol. 16, no. 3, pp. 148-164, 2007.

[18] J. Flowerdew, "John Swales's approach to pedagogy in Genre Analysis: A perspective from 25 years on," Journal of English for Academic Purposes, vol. 19, pp. 102-112, 2015.

[19] T. Zhang and L. J. Zhang, "Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement," Sustainability, vol. 13, no. 21, 2021, doi: 10.3390/su132111616.

[20] A. Cheng, "Language features as the pathways to genre: Students’ attention to non-prototypical features and its implications," Journal of Second Language Writing, vol. 20, pp. 68-82, 2011.

[21] J. M. Swales, Genre analysis: English in academic and research settings. Cambridge University Press, 1990.

[22] J. M. Swales, Research genres: Explorations and applications. Cambridge: Cambridge University Press, 2004.

[23] J. Y. Liu, "Exploring genre pedagogy of learning transfer in L2 writing," The Asian Journal of Applied Linguistics, vol. 5, no. 1, pp. 46-59, 2018.

[24] I. L. Clark and A. Hernandez, "Genre Awareness, Academic Argument, and Transferability," The WAC Journal, vol. 22, no. 1, pp. 65-78, 2011, doi: 10.37514/wac-j.2011.22.1.05.

[25] R. Negretti and L. McGrath, "Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course," (in English), Journal of Second Language Writing, Article vol. 40, pp. 12-31, Jun 2018, doi: 10.1016/j.jslw.2017.12.002.

[26] A. J. Devitt, "Genre performances: John Swales' Genre Analysis and rhetorical-linguistic genre studies," (in English), J. Engl. Acad. Purp., Article vol. 19, pp. 44-51, Sep 2015, doi: 10.1016/j.jeap.2015.05.008.

[27] C. M. Tardy, B. Sommer-Farias, and J. Gevers, "Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework," Written Communication, vol. 37, no. 3, pp. 287-321, 2020, doi: 10.1177/0741088320916554.

[28] M. C. Martínez-Bravo, C. S. Chalezquer, and J. Serrano-Puche, "Dimensions of Digital Literacy in the 21st Century Competency Frameworks," Sustainability vol. 14, 2022, doi: 1867. https://doi.org/10.3390/su14031867.

[29] UNESCO. UNESCO ICT Competency Framework for Teachers, 2018.

[30] J. Hinrichsen and A. Coombs, "The five resources of critical digital literacy: a framework for curriculum integration," Research in Learning Technology, vol. 21, 2014, doi: 10.3402/rlt.v21.21334.

[31] S. Wang and C. Vásquez, "Web 2.0 and second language learning: what does the research tell us? ," CALICO Journal vol. 29, no. 3, pp. 412–430, 2012.

[32] C. Dede, " Comparing frameworks for 21st century skills," in 21st Century Skills: Rethinking How Students Learn J. Bellanca Ed. Bloomington, IN: Solution Tree Press,, 2010, pp. 51–76.

[33] N. Hockly and G. Dudeney, "Current and future digital trends in ELT," RELC Journal vol. 49, no. 2, pp. 164–178, 2018.

[34] G. Kessler, "Technology and the future of language teaching," Foreign Language Annals vol. 51, no. 1, pp. 205–218, 2018.

[35] M. Aljanabi, " ChatGPT: Future Directions and Open possibilities," Mesopotamian Journal of Cyber Security, pp. 16-17, 2023, doi: https://doi.org/10.58496/MJCS/2023/003

[36] R. Abdelghani, Y.-H. Wang, X. Yuan, T. Wang, H. Sauzéon, and P.-Y. Oudeyer, " GPT3-driven pedagogical agents for training children's curious question-asking skills," http://arxiv.org/abs/2211.14228 2022.

[37] T. N. Fitria, "Artificial intelligence (AI) technology in OpenAI ChatGPT application: A review of ChatGPT in writing English essay," Journal of English Language Teaching, vol. 12, no. 1, pp. 44-58, 2023.

[38] J. S. Barrot, "Using ChatGPT for second language writing: Pitfalls and potentials," Assessing Writing, vol. 57, pp. 1-5, 2023, doi: 10.1016/j.asw.2023.100745.

[39] F. R. Baskara, "Integrating ChatGPT into EFL writing instruction: Benefits and challenges," International Journal of Education and Learning, vol. 5, no. 1, pp. 44-55, 2023.

[40] Y. Su, Y. Lin, and C. Lai, "Collaborating with ChatGPT in argumentative writing classrooms," Assessing Writing, vol. 57, 2023, doi: 10.1016/j.asw.2023.100752.

[41] A. M. Y. Tai et al., "Exploring the potential and limitations of ChatGPT for academic peer-reviewed writing Addressing linguistic injustice and ethical concerns," Journal of Academic Language & Learning, vol. 17, no. 1, pp. 16-30, 2023.

[42] L. Lingard, "Writing with ChatGPT: An Illustration of its Capacity, Limitations & Implications for Academic Writers," Perspect Med Educ, vol. 12, no. 1, pp. 261-270, 2023, doi: 10.5334/pme.1072.

[43] A. Mizumoto and M. Eguchi, "Exploring the potential of using an AI language model for automated essay scoring," Research Methods in Applied Linguistics, vol. 2, no. 2, 2023, doi: 10.1016/j.rmal.2023.100050.

[44] I. Dergaa, K. Chamari, P. Zmijewski, and H. Ben Saad, "From human writing to artificial intelligence generated text: examining the prospects and potential threats of ChatGPT in academic writing," Biol Sport, vol. 40, no. 2, pp. 615-622, Apr 2023, doi: 10.5114/biolsport.2023.125623.

[45] G. Lawrence, F. Ahmed, C. Cole, and K. P. Johnston, "Not More Technology but More Effective Technology: Examining the State of Technology Integration in EAP Programmes," RELC Journal, vol. 51, no. 1, pp. 101-116, 2020, doi: 10.1177/0033688220907199.

[46] S. Joseph, "Large Language Model-based Tools in Language Teaching to Develop Critical Thinking and Sustainable Cognitive Structures," Rupkatha Journal on Interdisciplinary Studies in Humanities, vol. 15, no. 4, 2023, doi: 10.21659/rupkatha.v15n4.13.

[47] A. J. Devitt, Writing genres. Carbondale: Southern Illinois University Press, 2004.

[48] C. M. Tardy, Genre-based writing: What every ESL teacher needs to know. University of Michigan, 2019.

[49] A. Bawarshi, Genre and the invention of the writer: Reconsidering the place of invention in composition. Utah State University Press, 2003.

[50] A. J. Devitt, "Teaching critical genre awareness," in Genre in a changing world: Perspectives on writing, C. Bazerman, A. Bonini, and D. Figueiredo Eds.: WAC Clearinghouse and Parlor Press, 2009, pp. 337–351.

[51] A. M. Johns, "Genre awareness for the novice academic student: An ongoing quest," Language Teaching, vol. 41, no. 2, pp. 237–252, 2008.

[52] E. Cotos, S. Huffman, and S. Link, "Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy," (in English), J. Engl. Acad. Purp., Article vol. 19, pp. 52-72, Sep 2015, doi: 10.1016/j.jeap.2015.05.004.

[53] K. Hyland, "Disciplinary interactions: Metadiscourse in L2 postgraduate writing," Journal of second language writing, vol. 13, no. 2, pp. 133-151, 2004.