When AI Joined the Writing Class::Translingual Practice of Korean Language Learners in an Australian University

This presentation investigates how Korean language learners at an Australian university experienced AI-assisted writing using ChatGPT. Situated within a multilingual university environment, the study examines how learners engaged with a generative AI tool during writing assignments, and how their interactions shaped their perceptions of AI technologies.<br/><br/>Drawing on reflective essays written after completing writing tasks with ChatGPT, this study conducts a qualitative analysis of learner experiences. Findings reveal that learners moved beyond accepting AI-generated text at face value. They critically reviewed suggestions, edited wording, and restructured their writing to match personal intentions, linguistic preferences, and cultural appropriateness. Such acts demonstrate learner agency and the negotiation of meaning across multiple linguistic resources.<br/><br/>These practices exemplify translingual writing behaviors, as students did not rely solely on a single language system but navigated between languages dynamically. Learners’ reflections further revealed nuanced attitudes toward AI—ranging from trust and enthusiasm to doubt and resistance—highlighting the complexity of human-AI collaboration in educational contexts.<br/><br/>By analyzing these classroom practices, this presentation offers insights into how AI tools may reshape multilingual writing experiences and contribute to evolving notions of language, authorship, and literacy in the digital age.<br/>