Innovation in Language Learning

With the rapid advent of artificial intelligence (AI) tools, academic writing instructors are confronted with a necessary re-thinking of task design and its execution in tertiary EAP and ESP education. For some instructors, the currently available tools, which encompass functions such as text generation, text correction, text evaluation as well as literature research, mark the beginning of a new pedagogical era in which the educational focus needs to be redirected on the ability to think critically and to question AI-generated results. However, the use of AI tools in higher education poses considerable challenges that need to be addressed by institutions and legal experts. These range from practical to ethical issues that students and teachers face when working with texts generated by AI. The technological progress in this area puts further pressure on teachers to adapt to an increasingly demanding educational environment. To address these current challenges, this contribution describes the results of a survey delving into the use of AI in academic writing classes. A first discussion reflects on the acceptance of artificial intelligence tools among students and their impact on text production. The second part of the discussion critically addresses open issues related to professional referencing and an academic code of ethics with the purpose of creating an awareness of appropriate study behaviour in learners from various educational contexts and career fields.