Developing L2 postgraduate students’ strategic and responsible use of GenAI through a purposefully designed workshop in academic writing

The rapid integration of Generative AI (GenAI) has introduced new complexities for second language (L2) postgraduate students, who already face significant challenges in academic writing. This article introduces a novel pedagogical workshop design focused on developing L2 postgraduate students’ strategic and responsible GenAI use in academic writing. Its primary innovation lies in the design and evaluation of a short-format, intensive workshop informed by experiential learning model and the Just-in-Time learning approach, that uniquely combines (1) an iterative five-step hands-on learning cycle applied to diverse GenAI tools; (2) the systematic embedding of critical evaluation and ethical considerations throughout all stages of the academic writing process; and (3) a direct focus on addressing the specific needs of L2 postgraduate students within condensed master’s programs. The workshop covers key stages of the writing process, from brainstorming and literature searching to revising and ethical considerations, using a diverse range of GenAI tools. And the five-step iterative cycle includes demonstrate, try, evaluate, revise, and conclude, which scaffolds students’ experimentation and develops critical reflection and user agency. The analysis of the pre- and post-workshop questionnaires revealed students’ enhanced technology proficiency, critical evaluation skills, ethical competence, and AI agency, indicating the positive impacts of the pedagogical practices employed. Yet, the study also identified several challenges and limitations of the current workshop, such as students’ persistent fear of AI detection tools. Based on these findings, five actionable recommendations for future educators and practitioners were provided.

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