FROM SCROLLING TO STRUCTURING: THE ROLE OF MOBILE AI TOOLS IN IDEA GENERATION FOR ESL WRITING AMONG GENERATION Z LEARNERS
Keywords:
Keywords: ESL writing, mobile learning, ChatGPT, idea generation, Generation Z, artificial intelligence, mobile-assisted language learning (MALL)Abstract
Abstract
The shift to mobile-assisted learning has dramatically influenced writing
instruction in English as a Second Language (ESL) classrooms, especially among
Generation Z learners. This paper explores how mobile-based AI tools, specifically
ChatGPT, serve as catalysts for idea generation in ESL writing instruction. Grounded
in digital learning theories and constructivist pedagogy, the study examines practical
classroom applications of ChatGPT on mobile devices and surveys learners'
perceptions. The findings suggest that mobile AI tools help ESL students overcome
idea-generation blocks, promote learner autonomy, and enhance cognitive
engagement. Pedagogical implications and ethical considerations are discussed.
References
References
1. Bui, H. (2023). The use of AI in ESL classrooms: Challenges and Opportunities.
TESOL Quarterly, 57(1), 43–60.
2. Kukulska-Hulme, A. (2020). Mobile-assisted language learning: A critical
overview. ReCALL, 32(3), 239–256.
3. Seemiller, C., & Grace, M. (2016). Generation Z goes to college. San Francisco:
Jossey-Bass.
4. Yang, S. (2023). ChatGPT in academic writing: A help or a hindrance for ESL
learners? Journal of AI and Education, 4(2), 95–112.