Generative AI as a pedagogical tool – reading and writing education for second language students in the introductory program

Based on a design research methodology, the project is carried out together with teachers and with a clear student perspective, to develop, test, and analyse teaching practices where generative AI is integrated into reading and writing activities within the framework of regular teaching.

The purpose is to generate knowledge about how the use of generative AI can contribute to transforming reading and writing practices and thereby create new conditions for second language students' development of reading and writing skills. The goal is to collaboratively further develop reading and writing instruction for second language students and thereby contribute to increased equivalence.

The project is expected to generate theoretically and empirically based knowledge about how generative AI is transforming the conditions for reading and writing education for second language students within the upper secondary school introductory program (IM). Through systematic analysis of students' and teachers' experiences and teaching practices where GenAI is integrated into authentic classrooms, the study contributes to a deeper understanding of the interaction between technology, language use, and learning in linguistically heterogeneous educational environments.