“I did write ‘huge’. Why does he say ‘enormous’?”

Abstract

This article presents results of a pilot study on the use of a generative tool (KI Chat) in a support lesson for German as a second language (GSL) at a secondary school in Saxony (Grade 11). Video data were collected in a learning setting in which tablets were used to work with the GDPR-compliant platform Fobizz that includes KI Chat. The questions addressed are: How is an L2 learner’s process of revising a self-written text—using KI Chat—accomplished? Which specific interactional tasks and intricacies can be observed? What can be learned from these classroom observations for future research and for improving learning settings? The analytic work is based on the principles of conversation analysis (CA), with a specific focus on multimodality. A detailed case analysis shows the reconstruction of the trajectory of a text revision process using KI Chat and the concurrent classroom interaction. The article closes by addressing pedagogic considerations such as the need to carefully look out for learning opportunities when working with AI-based tools. This includes thoroughly reading the texts provided by the tool and reflecting on the tool’s role in the writing process.