Exploring transitions: The impact of generative artificial intelligence on academic literacy in Taiwanese higher education

Abstract

Generative Artificial Intelligence (GAI) has garnered significant attention in the academic community recently (An et al., 2023; Weng & Chiu, 2023), and it has been widely adopted within Taiwanese higher education. Its incorporation into language education provides students with novel and diversified learning experiences. Previous research indicates that English as a Foreign Language (EFL) learners utilize intelligent personal assistants (IPAs) for self-directed second language (L2) learning outside of classroom settings (Dizon & Tang, 2019). GAI facilitates more efficient language acquisition among students, thereby enhancing their learning motivation and autonomy. Simultaneously, educators benefit from GAI’s supplementary tools and resources, which enable them to deliver differentiated language instruction and assessment. This study examines the potential impact of GAI on students’ learning motivation and performance, as well as how instructors can leverage GAI to promote self-directed learning and provide precise, personalized assessments and feedback.