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Description
As learners’ English proficiency is increasingly assessed through international examinations, there is a growing demand for enrolling in test-based classes in private centers. Writing is widely perceived as one of the most challenging skills, prompting learners to excessively rely on Artificial Intelligence (AI) tools, such as ChatGPT. This dependence eventually calls for adjustments to teachers’ conventional approaches.
Although previous research has discussed the benefits and drawbacks of ChatGPT in EFL classrooms, it has largely concentrated on academic writing in university settings, instead of high-pressure test-preparation classes. Existing studies on the perspectives of college lecturers mostly highlighted the tool’s efficiency in writing and the obstacles faced during lessons. Therefore, there are still gaps in researching AI applications in English centers where students’ learning motivation and achievement pressure differ significantly. Furthermore, the appropriate role that educators should perform in these AI-intensive classrooms remains underexplored.
This study explores how teachers act as ethical AI guides in writing lessons of test-based classes. It aims to reconceptualize teachers’ professional responsibilities to enhance their pedagogical strategies in AI-intensive settings. This eventually fosters learning experiences for learners by encouraging ethical and appropriate use of generative AI tools. A systematic literature review is conducted to synthesize previous studies on the use of ChatGPT in EFL writing classes in related circumstances. Google Scholar was intentionally selected as the primary database for this research. The results of the inductive data analysis were thoroughly validated using multiple strategies and organized into themes to address the study objectives effectively.
