Biography
Biography pending.
Conference contributions 1
DEBUNKING DEFICIT NARRATIVES OF GENERATIVE AI IN ESL EDUCATION:
Learners multimodal apprenticeship in vlog-based oral communication
Video-based multimodal production and generative artificial intelligence (GenAI) tools are increasingly reshaping how learners plan, perform and refine multimodal texts in language education. While vlogging and GenAI chatbots have individually gained traction in ESL research, limited empirical work has examined how learners experience their combined use within vlog-based oral communication tasks. Addressing this gap, the present study explored Malaysian ESL undergraduates' written reflections following a semester-long vlog-based English oral communication project where generative AI (GenAI) were introduced as an optional support tool. Drawing on reflective thematic analysis of 34 reflections, the findings illustrate how learners engaged with multimodal apprenticeship encompassing idea generation, script structure, refining language and supporting production decisions, while selectively adapting AI output to maintain personal voice and authenticity. Interpreted through the Self-Determination Theory (SDT) and Zone of Proximal Development (ZPD), the analysis shows how GenAI chatbots functioned as a form of cognitive scaffolds and co-creators that supported autonomy, competence and relatedness; and confidence without replacing human modelling. Peer collaboration, online examplars and teacher guidance remained central sources to the learning process. At the same time, learners demonstrated emerging critical AI literacy by recognising limitations related to accuracy, reliability, time and technical constraints. Overall, the findings challenge deficit narratives that portray GenAI as undermining learner agency, instead of highlighting its role as a supportive tool within a guided multimodal apprenticeship.