Reflecting on Chapelle’s View of Open GenAI's Role in Language Education: Using ChatGPT for Academic Writing Courses in Higher Education

The rapid development and availability of Generative AI (GenAI) tools, such as ChatGPT, offer new possibilities for academia, yet they also raise concerns for academic integrity. Chapelle's (2024) seminal work on GenAI’s implications serves as an impetus for this study, which explores teaching academic integrity in the context of AI use. Chapelle frames GenAI as an ‘inflection point’, calling for a re-evaluation of pedagogical strategies to support students in understanding its technological and ethical implications. This article presents findings from a mixed-methods study at a university in Cyprus, where ESL undergraduates in academic writing classes engaged with ChatGPT. Participants with B2/C1 English proficiency from diverse cultural backgrounds were assessed through pre-and post-intervention evaluations and qualitative interviews. A semester-long intervention incorporated activities to enhance academic writing skills and comprehension of ethical AI use, focusing on critical thinking, proper citation, and policy adherence. Findings indicate that students demonstrated increased AI knowledge and awareness of academic integrity. This study contributes to the discourse on integrating GenAI in academia, providing insights into effective instructional practices and addressing ethical considerations in academic writing. It offers guidance for educators and institutions aiming to integrate GenAI responsibly, ensuring academic integrity remains central in second language education.