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Article In: Australian Review of Applied Linguistics: Online-First Articles

Toward AI‑literate and genre awareness

Coupling SFL–GBA instruction with ChatGPT in university EFL classrooms

ORCiD logo with link | Ryukoku University
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Abstract
Research on artificial intelligence (AI)-assisted rewriting activities in Systemic Functional Linguistics–Genre-Based Approach (SFL–GBA) L2 writing remains limited. In this study, revision tasks using ChatGPT were embedded into a 15-week SFL–GBA writing class at a university in Japan. EFL learners wrote pre-essays in the discussion genre within a time limit and then revised the same text using ChatGPT. Their experiences were collected through a post-essay questionnaire on how ChatGPT prompted them, how well they understood the feedback, and how they felt about using it again. Pre- essay and post-revision drafts were explored to understand their selected SFL resources, including changes in the uses of Nominalization, Attribution, and theme-frame patterns. Low-proficiency first-year students tended to use ChatGPT for local substitutions, while high-proficiency first-year students were more likely to seek guidance on word choice and genre direction. Second-year university students used ChatGPT more selectively for sentence restructuring and phrasing refinement. While EFL learners’ evaluations of the feedback were generally positive, their willingness to continue using ChatGPT varied across groups and seemed to be related to their perceptions of the clarity of the feedback. Revised drafts illustrated a gradual shift toward a more academic register with higher lexical density and more nominalizations. Changes in the use of interpersonal positioning and the use of contrasting themes to organize counterarguments were also identified.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1SFL–GBA framework for L2 writing for university students
    • 2.2SFL–GBA L2 writing and generative AI
  • 3.Research questions
  • 4.Methods
    • 4.1Methodological orientation
    • 4.2Participants
    • 4.3Classroom interventions in SFL–GBA L2 writing
    • 4.4Data collection
      • 4.4.1Survey
      • 4.4.2Pre- and post-essays in the discussion genre
    • 4.5Data coding
      • 4.5.1Survey
      • 4.5.2Pre- and post-essays in the discussion genre
        • 4.5.2.1Nominalization
        • 4.5.2.2Attribute
        • 4.5.2.3Textual Theme
  • 5.Results
    • 5.1Survey
      • 5.1.1In-class experiences with ChatGPT in essay writing
      • 5.1.2Teacher encouragement of in-class AI use
      • 5.1.3Frequency of ChatGPT use for out-of-class assignments
      • 5.1.4Patterns of ChatGPT use across proficiency levels
      • 5.1.5Evaluations of feedback clarity and future intentions to use AI
      • 5.1.6Exploring students’ emotions and rationales in AI-assisted writing
    • 5.2Pre- and post-essays
      • 5.2.1SFL analysis of pre- and post-essays in the discussion genre
        • 5.2.1.1Interpersonal meaning
        • 5.2.1.2Textual meaning
  • 6.Discussion
    • 6.1RQ1: Patterns of ChatGPT use and teacher mediation
    • 6.2RQ2: Emotions, prior use, and intention to continue
    • 6.3RQ3: Effects on academic register
    • 6.4Pedagogical implications
  • 7.Conclusion
  • Acknowledgements
  • Conflict of interest
  • Data availability statement
  • Declaration of generative AI and AI-assisted technologies in the writing process
  • References
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