Ghost-writer in the Machine: Examining Student/Teacher/AI Collaborative Potential in Creative Writing

抄録

Generative AI (GenAI) has quickly been adopted by students around the world, especially within tertiary education. Many educators are excited by the potential for student/teacher/AI collaboration to enhance learning, but questions remain about its pedagogical value and how extensively it should be incorporated into education. One particularly complex area is the use of GenAI in creative writing. The main objective of this paper is to assess GenAIʼs (Gemini) capability of understanding and explaining genres and associated creative writing techniques,3 then examine whether it can help students improve their knowledge and mastery of these skills. This study involved 26 English as a Foreign Language (EFL) undergraduate students. Two-part workshops were held twice; in 2024 and 2025. Students engaged with the AI by prompting, writing and adapting creative pieces across a range of genres. Pre- and post-surveys measured their self-reported knowledge regarding creative writing and GenAI. Across workshops, student interest in using GenAI varied and while the extent to which GenAI was able to assist students understanding comparative to the input required is undetermined, it is clear that student/teacher/AI collaboration would be essential within teaching contexts when GenAI is being implemented, especially as students increasingly use AI unassisted.