WHO WROTE THIS ESSAY? DETECTING AI-GENERATED WRITING IN SECOND LANGUAGE EDUCATION IN HIGHER EDUCATION
WHO WROTE THIS ESSAY? DETECTING AI-GENERATED WRITING IN SECOND LANGUAGE EDUCATION IN HIGHER EDUCATION

Summary/Abstract: Recent developments in AI technologies and the increasing accessibility of AI tools, such as ChatGPT, have raised concerns about academic integrity in higher education. Thus, this research aims to shed light on the challenges faced by English as a Second Language (ESL) lecturers in identifying AI-generated texts, and highlighting the skills and resources needed to enhance their detection capabilities. In this qualitative study, data were collected from six ESL lecturers working in a higher educational institution in Cyprus. Participants evaluated four academic essays at C1 level to determine which, if any, of the sample had been fully or partially AI-generated, and these results were then compared to results from four AI detectors. Findings reveal that participants tended to exploit a deficit model of assessment that focuses on error as an indicator of L2 writing output, with high levels of technical and grammatical accuracy and sophisticated language use as indicators of AI-generated text. Moreover, findings suggest that limited awareness of the characteristics and metrics used by ChatGPT, as well as lack of attention to the veracity of facts and references generated by ChatGPT, were features of participants’ evaluations. This study identifies the growing challenges encountered by ESL lecturers and underlines the need for digital literacy training, targeted professional development, the use of advanced detection tools and a review of assessment policies and practices in relation to AI. Additionally, this study highlights the importance of reviewing and reinforcing institutional policies and practices that safeguard academic integrity and ensure quality higher education.

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