Benjamin Luke Moorhouse

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In this editorial, we want to take the opportunity to address the impact that Generative Artificial Intelligence (GenAI) tools, specifically Large Language Models (LLMs), are having on researchers’, policymakers’, and practitioners’ engagement with teacher education scholarship (e.g. our body of academic and professional knowledge as presented in articles and books).

ABSTRACT The rapid integration of Generative AI (GenAI) has introduced new complexities for second language (L2) postgraduate students, who already face significant challenges in academic writing. This article introduces a novel pedagogical workshop design focused on developing L2 postgraduate students’ strategic and responsible GenAI use in academic writing.