Utilizing a ChatGPT Workshop to Foster Ethical Awareness and Enhance L2 English Writing Revision Processes in University Academic Settings: ChatGPT Workshop for Effective and Ethical L2 English Writing

Challenges Of L2 English Writers At American Universities

Academic writing, particularly at the university level, is a multifaceted endeavor that demands a high degree of cognitive thinking and language proficiency, which can be one of the fundamental challenges faced by L2 English writers. To elaborate further, the process involves not only linguistic skills and cognitive abilities but also textual and cultural context knowledge such as rhetoric and genre awareness, making it a challenging amalgamation of diverse competencies (Godwin-Jones, 2022; Harklau & Pinnow, 2008). Therefore, academic writing necessitates a structured and systematic approach unlike everyday communication: It demands an intricate interplay of ideas, evidence, and arguments, all intricately woven into a coherent narrative. Attaining such a sophisticated command of language skills, textual understanding, and cultural context knowledge presents a formidable challenge, particularly for students who are in the process of enhancing their language proficiency as L2 learners (Ferris & Hedgcock, 2014). This task is further complicated when the writing conventions in a student’s first language (L1) differ markedly from those in their second language (L2), a phenomenon that Kaplan has illustrated through his theory of contrastive rhetoric in relation to English (Connor, 1998). Moreover, academic writing requires a specialized vocabulary and terminology that may be unfamiliar to L2 English learners, further adding to the complexity. For L2 English learners, this journey through the intricate landscape of academic writing can often feel like navigating uncharted waters (Paltridge, 2018; Reichelt et al., 2012).

The varied backgrounds and unique needs of multilingual learners add another layer to the intricacies of achieving proficiency in L2 English writing. These students bring with them a wealth of experiences that significantly shape their approach to learning the language. Some students may have learned English as a foreign language in their home countries and may be categorized as “eye-learners,” having acquired their L2 English primarily through visual methods such as studying vocabulary, verb forms, and language rules. Others may have arrived in the USA at an earlier age and received English education in American schools, acquiring the target language more naturally and falling into the “ear-learners” category, learning the language through listening and speaking (Reid, 1998).

Furthermore, multilingual students pursuing their degrees at American universities have diverse academic interests, majoring in various fields ranging from natural sciences to humanities, and the fact that some students are temporarily taking courses for exchange programs, while others are more seriously pursuing their degrees full-time, leads to varied motivations and goals in their writing classes and assignments. Previous L2 writing instruction that these international students have received also plays a significant role, as some students may not have had any experiences with extensive reading or writing in L2 English. These students could easily become overwhelmed by the workload of a composition course, often becoming disengaged and losing their interest. Overall, these multilingual students coming from diverse learning backgrounds, each with unique linguistic strengths and weaknesses can have a tough time making the transition to the specific vocabulary and discourse patterns of academic English (Ferris & Hedgcock, 2014; Paltridge, 2018; Reichelt et al., 2012).