Exploring genres with GenAI in an EMI academic writing course

Torres-Vásquez L. · English Australia Journal (2025) · DOI: 10.61504/abjw8762

Resumen

The implementation of English-medium instruction (EMI) in many Peruvian universities is a response to institutional aspirations related to internationalisation. In this changing context, the emergence of Generative AI (GenAI) technologies also poses new challenges for teachers and students, particularly in an academic writing course. This study investigates how teachers can raise awareness among university students about ethical practices when using GenAI technologies, and how university students interact with GenAI tools. To this end, a learning experience titled ‘Exploring Language Narratives with GenAI’ was designed and applied in class. Findings point out that raising awareness in students about the ethical use of GenAI is difficult. Moreover, the inclusion of semi-controlled GenAI-enhanced activities can support other shortfalls that a student may present regarding language proficiency or course content. Finally, introducing GenAI tools in a class may aid teachers in addressing specific students’ learning needs, and may help to demystify teachers’ assumptions that GenAI technologies do it all. © (2025), (English Australia Ltd.). All rights reserved.

Instituciones: Universidad Peruana de Ciencias Aplicadas