Exploring the frontiers of hybrid authorship in the development of AI-assisted, L2 crime stories

Abstract

This study examined the role of Generative AI (GenAI) in facilitating multimodal reading and writing in crime story creation. To investigate how language learners engage with AI as part of their linguistic development, we examined a single 45-minute workshop, learners’ first opportunity to freely use GenAI in creating 500–1000-word crime stories. Analysis revealed most students used AI in a simple, directive style; not conversationally. Results may reflect student’s lack of digital literacy and prompting ability, however, the lack of guidelines at the macro and micro levels of our institution, and lack of time to integrate TPACK - Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006) into the larger context of curriculum also contribute to these challenges. Findings suggest faculty development, increased space for exploring GenAI-related tasks, and better specification of meta-concepts for building stories, combined with shorter units of text output, such as a scene rather than a whole story, could improve L2 learner-AI interaction.

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