Publications
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Ritchie, D., Dowell, N., Tate, T., & Warschauer, M. (2025). From wandering to collaboration: Discourse patterns in middle school generative AI use. https://doi.org/10.35542/osf.io/nctyp_v1
Ritchie, D., Tate, T., & Warschauer, M. (2025). Fine-tuning the educational design process: Lessons from sustained development of a generative AI-based classroom technology. https://doi.org/10.35542/osf.io/jxa4p_v1 Abdelhalim, S.M., Alsahil, A.A., Baek, C., Warschauer, M. (2025). University EFL instructors’ engagement with generative AI: A cross-cultural analysis, System, 135, 103861. https://doi.org/10.1016/j.system.2025.103861 Tseng, W., Tate, T. P., Harnick-Shapiro, B., & Warschauer, M. (2025). Pedagogical approaches to integrating generative AI in the undergraduate writing classroom. https://doi.org/10.35542/osf.io/ves79_v1 Tseng, W. (2025). PapyrusAI: A multiyear study of student interaction with AI and evolving pedagogies [Panel session]. International Writing Across the Curriculum 2025, Fort Collins, CO, United States. (recording) Tate, T. P., Harnick-Shapiro, B., Tseng, W., Ritchie, D. R., Dennin, M., & Warschauer, M. (2025). Integrating generative AI into an upper division STEM writing and communications course (IUSE). (paper) (poster) Tate, T. P., Harnick-Shapiro, B., Ritchie, D. R., Tseng, W., Dennin, M., & Warschauer, M. (2025). Incorporating generative AI into a writing-intensive undergraduate course without off-loading learning. Discover Computing. https://doi.org/10.1007/s10791-025-09563-9 Choi, J., Tate, T., Ritchie, D., Nixon, N., & Warschauer, M. (2025). Anchor is the key: Toward accessible automated essay scoring with large language models through prompting. https://doi.org/10.35542/osf.io/cbhgz_v1 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., 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 Sung, S. (2024). Korean EFL STEM graduate students' use of ChatGPT in L2 writing process: A case study from an ecological perspective [Master’s thesis, Seoul National University]. https://s-space.snu.ac.kr/handle/10371/227683 Sung, S. & Jang, I. (2024). South Korean STEM graduate students’ use of ChatGPT in self-initiated L2 writing: An explorative qualitative study. Korean Journal of English Language and Linguistics, 24, 1415-1435. https://doi.org/10.15738/kjell.24..202412.1415 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]
Integrating generative AI into an upper division STEM writing
and communications course (IUSE). [ASEE 2025, conference poster]
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Cambridge Elements
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We are serving as editors of a Cambridge Elements series on Generative AI in Education. If you are interested in proposing a 20,000-30,000 word monograph for the series, please see our Information for Authors.
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