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<p>The advent of generative artificial intelligence (GenAI) tools such as ChatGPT in 2022 provided new avenues for teaching writing and students’ use of these tools as a writing assistant. In the present study, we surveyed 476 secondary school Norwegian teachers to determine how they used GenAI to teach writing and to assess their beliefs about the benefits of GenAI for writing, ethical concerns about using GenAI to write, and preparedness to use GenAI for this purpose. While 57% of teachers’ reported using GenAI to teach writing, they applied such tools infrequently and their students seldom used GenAI when writing. However, a majority of teachers indicated students used GenAI to help them gather writing information, improve sentences/grammar, and enhance vocabulary in their writing. Teachers’ slightly disagreed that GenAI had positive benefits for writing, moderately agreed they were concerned about ethical issues in using GenAI for writing, rated their preparation to teach writing using GenAI as minimal, and slightly disagreed that their students were prepared to use GenAI when writing. Teachers’ reported use of GenAI to teach writing was statistically and uniquely predicted by each of these four beliefs, whereas teachers' reports of students’ use of GenAI for writing was only predicted by teachers’ perceptions about students’ preparedness to use GenAI as a tool for writing. These findings suggest that teachers’ beliefs and concerns need to be considered when schools enact guidelines for using GenAI for writing, and more preparation needs to be provided to teachers and students if GenAI is used for writing and teaching writing.</p>

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Secondary teachers’ use and beliefs about generative artificial intelligence and writing in school

  • 期刊论文

  • 发表日期：

    2025年9月3日

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  • Steve Graham,
  • Gustaf B. Skar,
  • Anne Holten Kvistad,
  • Jill V. Jeffery

摘要

The advent of generative artificial intelligence (GenAI) tools such as ChatGPT in 2022 provided new avenues for teaching writing and students’ use of these tools as a writing assistant. In the present study, we surveyed 476 secondary school Norwegian teachers to determine how they used GenAI to teach writing and to assess their beliefs about the benefits of GenAI for writing, ethical concerns about using GenAI to write, and preparedness to use GenAI for this purpose. While 57% of teachers’ reported using GenAI to teach writing, they applied such tools infrequently and their students seldom used GenAI when writing. However, a majority of teachers indicated students used GenAI to help them gather writing information, improve sentences/grammar, and enhance vocabulary in their writing. Teachers’ slightly disagreed that GenAI had positive benefits for writing, moderately agreed they were concerned about ethical issues in using GenAI for writing, rated their preparation to teach writing using GenAI as minimal, and slightly disagreed that their students were prepared to use GenAI when writing. Teachers’ reported use of GenAI to teach writing was statistically and uniquely predicted by each of these four beliefs, whereas teachers' reports of students’ use of GenAI for writing was only predicted by teachers’ perceptions about students’ preparedness to use GenAI as a tool for writing. These findings suggest that teachers’ beliefs and concerns need to be considered when schools enact guidelines for using GenAI for writing, and more preparation needs to be provided to teachers and students if GenAI is used for writing and teaching writing.