Mi-Young Kim earned her Ph.D. in Language and Literacy Education from the University of British Columbia. Her research interests center on how second language users navigate academic writing and learning across linguistic, cultural, and technological contexts, with particular attention to students from English as a Foreign Language (EFL) backgrounds. Interested in the intersections of language, identity, ideology, and technology, she explores how ever-evolving technologies, such as artificial intelligence (AI), are reshaping students’ participation in academic communities and knowledge-making practices. Her broader research and teaching interests include applied linguistics, sociolinguistics, academic writing, and English for Academic Purposes (EAP).

• Social Media
• WRDS (Writing Studies)

Living in the Time of AI

Her sections of WRDS 150 and 151 explore academic writing and research through the theme “Living in the Time of Artificial Intelligence (AI),” with a particular focus on AI/ChatGPT and deepfakes/misinformation. Students engage with a selection of unabridged, peer-reviewed scholarly articles to critically examine both the opportunities and concerns associated with AI, including questions of ethics, mis/disinformation, academic integrity, privacy, and human creativity. These discussions provide a contemporary context for considering how rapidly evolving technologies are influencing academic research, communication, and knowledge production.

The courses also introduce students to the conventions of academic writing and the fundamental principles of research. By examining diverse research genres, methodologies, data types, and disciplinary practices, students learn how scholars formulate research questions, select appropriate methods, use evidence, and construct arguments, and how these choices shape research outcomes. Building on this foundation, students conduct independent research on an AI-related issue of their choice, developing not only their academic writing and research skills but also their scholarly identities as members of academic research communities.