Transformative Pedagogy: Unleashing the Potential of Google Bard in Academic Writing Instruction

Enfoque

Artificial intelligence (AI), a transformative breakthrough, is now an integral part of various sectors, with a particularly enduring impact on education, where its presence is undeniable and influential. The integration of AI into education has revolutionised language education, in particular language learning and teaching methodologies, which emphasises the need not only for its effective use but also for innovative approaches that meet the dynamic needs of today’s learners. Nevertheless, the ongoing discourse on the challenges associated with incorporating AI into language learning is not without its complexities and nuances. These challenges extend beyond mere technical considerations and delve into ethical dimensions, requiring a balanced approach that ensures not only technological efficacy but also addresses concerns related to data security, privacy, and cultural sensitivity. 

 

In that regard, this pedagogical proposal explores the integration of Google’s AI tool, i.e. Google Bard, into academic writing in higher education while also raising awareness of its ethical uses among the student body. The intervention will consist of structured writing assignments, namely essays and reports, using Google Bard and Google Docs, encouraging collaboration and feedback among students. The study aims to develop a framework for integrating generative AI tools into EFL writing instruction. The primary objectives of this proposal are threefold. Firstly, it aims to assess the effectiveness of Google Bard in improving the academic writing skills of future translators and interpreters. Secondly, it seeks to enhance collaborative writing and feedback processes among students. Thirdly, it aims to investigate the impact of technology integration on student engagement and motivation in the academic writing context. The study will employ a quantitative methods approach. In that sense, pre- and post- questionnaires will be conducted to measure students’ familiarity with the tool, its functionality, and practicality for academic writing purposes. Anticipated outcomes for the pedagogical proposal not only involve Google Bard’s role in content generation (i.e. brainstorming), identifying — and rectifying — grammatical errors, but also in improving sentence structure and complexity. Other potential results may include enhanced textual coherence and the development of students’ critical thinking skills.

 

This paper adds to the ongoing conversation regarding technology-enhanced language education. Students’ attitudes and written outcomes will provide insights into the tool’s efficacy and guide decisions regarding its future implementation.