Large language models and digital multimodal composition in the first-year composition classrooms: An encroachment and/or enhancement dilemma

Abstract

This study examines the perspectives of twenty-five First-Year Composition (FYC) instructors on the impact of Large Language Models (LLMs) and Digital Multimodal Composition (DMC) in FYC classrooms. The primary objectives are to assess instructors' views on the effects of LLMs like ChatGPT on FYC pedagogy and to explore how DMC can be brought into conversation within these impacts. Employing qualitative surveys with open-ended questions, the study collected, coded, and thematized the data, generating three major key themes: creativity, plagiarism, and DMC engagement. The FYC instructors' perspectives and observations indicate that LLMs have both encroaching and enhancing effects on FYC classrooms, wherein DMC may be a potential tool to attenuate the negative impacts of LLMs by fostering student engagement. This study highlights the complex, dilemmatic perspectives of FYC instructors and underscores the urgent need for LLM and DMC literacy to advance FYC pedagogy in the context of technological advancements.