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All Journal Interdisciplinary Journal of Pedagogy and Research in Media Technology Journal of Vocational, Informatics and Computer Education
Md. Saiful Alam
World University of Bangladesh
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Gen AI for a generative or a creative generation: A gesture of a materialist orientation to contemporary L2 writing? Md. Saiful Alam; Adelina Asmawi
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 2 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i2.65

Abstract

Background: In this age of omnipresent celebration of generative artificial intelligence (Gen AI) in education, what will happen to humans’ naturally acquired intelligence may be a million-dollar question. From the long-termism perspective and existential and humanistic worldviews, this question stands very relevant and legitimate.Aims: This paper aims to philosophically pose questions as regards the uncritical uses of Gen AI tools and deconstruct the meaning of AI-integrated writing, positing the phenomenon in the generational concern and futurism with the potential formation of writing habitus.Methods: By applying the method of theoretical reflection, this study employs a philosophical analysis and critically engages with the extant literature on GenAI-integrated academic writing. By doing so, the paper brings up the potential materialist perspectives on writing within the emerging discourse around the dominant orientations towards GenAI-assisted writing and thus interprets the implications for writers’ creative agency and cognitive contribution. Result: The analysis reveals that students (digital natives) of the present generation may exhibit a syndrome of being easily gravitated into the materialistic quicksand of the so-called “textual generation” while keeping themselves as “cognitive absentees” in the process of writing as a “knowledge creation.” Students’ overindulgence in availing Chat GPT’s generative service may develop a materialistic “generative habit” in students characterizing them as “faithful slaves” to Gen AI labor and as “intelligent dwarfs.” If this decoupling of natural intelligence from writing keeps fossilizing, the whole generation of student writers may turn into the “practitioners” of GenAI-assisted generation of contents and “escapists” and “skeptics” of creation of knowledge based on the contingency of natural human intelligence.Conclusion: The paper, therefore, advocates that it is high time to bypass the shortsighted, neoliberal triumph of writing as a GenAI-supported product or commodity for attaining marks and grades and, thus, reclaim the dignity and creative credits of students’ real scholarship by reorienting writing as a human intelligence-centric creation of real knowledge. 
Recognizing the Pluriversal Indigenous Ontologies for the Adoption of Gen AI in Glocal EFL Education: A Theoretical Reflection Md. Saiful Alam; Adelina Asmawi
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): December 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v3i2.266

Abstract

Since the emergence of generative artificial intelligence (hence, Gen AI), a newly created discursive wave has been pushing for the integration of the novel, non-human tool as both an inevitable and universally desirable ontology of technology-integrated language education. However, noticeably, this superficial celebratory narrative often overlooks locally valued pedagogical ontologies where Gen AI may appear as culturally foreign, pedagogically misaligned, and technologically impractical. Positing it within this ontological potential, the present paper takes a critical view on the universalist assumption of Gen AI-driven EFL teaching. By applying the method of theoretical reflections, the paper then argues for a “pluriversal” perspective that acknowledges localized epistemologies, classical pedagogies, and human-centered teaching traditions. In doing so, the paper draws on the key concepts, including glocalism, digital divides, technological foreignness, the value of pluriversality, contextualism and cultural-philosophical relativism. By highlighting these concepts, the paper contends that there are some legitimate antecedents for which some global South contexts may resist or remain unprepared or reluctant about the integration of GenAI in EFL practices. The discussion in this paper underscores that GenAI cannot be a one-size-fits-all solution. Otherwise, GenAI tooling of EFL education in indigenous lands may be positioned as a conflicting paradigm threatening the classical, humanist, unique pedagogical rhythm. Therefore, the paper calls for a localized theorization of Gen AI-integrated EFL education.
Co-Authors Adelina Asmawi Adelina Asmawi