Generative artificial intelligence and L2 writing: A research agenda

Abstract Generative artificial intelligence (GenAI) is a powerful technology that has vast potential to support various aspects of second language acquisition (SLA). Given GenAI’s capabilities, it is particularly relevant for the teaching and learning of second language (L2) writing. Despite its potential, there are also clear hazards and a range of potentially negative side effects, many of which have yet to be explored. Building on existing research, in this piece, I propose a series of six future research tasks that may prove useful for further understanding the affordances and limitations of GenAI for L2 writing. These six research tasks are organized into three interrelated themes, which cover 1) learning processes and outcomes, 2) student use and interactions, and 3) teaching. For each theme, two research tasks are proposed. Each task includes a discussion of what research is needed, why it is needed, along with how scholars might investigate that research task by adopting quantitative, qualitative, or mixed methods. The goal of this piece is to provide potential research ideas for graduate students and faculty and, ultimately, to foster research–pedagogy connections involving GenAI, L2 writing, and SLA.