Publications

Tate, T., & Warschauer, M. (in press). Leveraging generative AI to improve writing
instruction. In S. Graham, C. B. Olson, & T. Baker (Eds.), What works in writing
instruction: Evidence-based practices across the disciplines. Guilford Press.​ (pre-print)

Tate, T. P., Harnick-Shapiro, B., Ritchie, D. R., Tseng, W., Dennin, M., & Warschauer, M. (2024). Necessary skill or off-loading learning? Incorporating generative AI into a writing-intensive undergraduate course. https://doi.org/10.31219/osf.io/kwdgj

Tate, T. P., Steiss, J., Bailey, D., Graham, S., Moon, Y., Ritchie, D., Tseng, W., & Warschauer, M. (2024). Can AI provide useful holistic essay scoring? Computers and Education: Artificial Intelligence, 7, 100255. https://doi.org/10.1016/j.caeai.2024.100255

Baek, C., Tate, T., & Warschauer, M. (2024). “ChatGPT seems too good to be true”: College students’ use and perceptions of generative AI. Computers and Education: Artificial Intelligence, 7, 100294. https://doi.org/10.1016/j.caeai.2024.100294

Jacob, S., Tate, T., & Warschauer, M. (2024). Emergent AI-assisted discourse: A case study of a second language writer authoring with ChatGPT. Journal of China Computer-Assisted Language Learning. https://doi.org/10.1515/jccall-2024-0011

Du, Q., & Tate, T. (2024). ChatGPT, plagiarism, and multilingual students’ learning to write. The CATESOL Journal, 35(1). http://dx.doi.org/10.5070/B5.34831

Warschauer, M, & Xu, Y. (2024). Generative AI for Language learning: Entering a new era. Language Learning & Technology, 28(2), 1-4. https://hdl.handle.net/10125/73569

​Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction, 91, 101894. https://doi.org/10.1016/j.learninstruc.2024.101894

Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023). The affordances and contradictions of AI-generated text for writers of English as a second or foreign language. Journal of Second Language Writing, 62. https://doi.org/10.1016/j.jslw.2023.101071

Tseng, W., & Warschauer, M. (2023). AI-writing tools in education: If you can’t beat them, join them. Journal of China Computer-Assisted Language Learning, 3(2), 258-262. https://doi.org/10.1515/jccall-2023-0008

Fütterer, T., Fischer, C., Alekseeva, A., Chen, X., Tate, T., Warschauer, M., & Gerjets, P. (2023). ChatGPT in education: global reactions to AI innovations. Scientific Reports 13, 15310. https://doi.org/10.1038/s41598-023-42227-6

Tate, T. P., Doroudi, S., Ritchie, D., Xu, Y., & Warschauer, M. (2023). Educational research and AI-generated writing: Confronting the coming tsunami. https://doi.org/10.35542/osf.io/4mec3​

Average scores for ChatGPT and human feedback. [Steiss et al., 2024]

Cambridge Elements

We are also serving as editors of a Cambridge Elements series on Generative AI in Education. Please contact us at [email protected] if you are interested in proposing a 20,000-30,000 word monograph for the series.