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The communicative approach moved linguistic interaction into the focus of foreign language teaching. In this context, oral communication was and remains the main conceptual focus. However, the usefulness of this emphasis is questionable for the development of written language. Following a theoretical discussion, I carry out an exemplary, critical analysis of writing tasks in new German as a foreign language (DaF) textbooks and argue for a reconsideration of goals for writing instruction. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) as a disruptive technology is not only changing our everyday life and the business world, but also the way we learn and generate new knowledge. Such breakthrough disruptions by new technologies are also taking place in the fields of foreign language learning. The focus of this paper is on AI-based applications that have an impact on the writing skill. This paper is structured to guide from general concepts to concrete ones. In the first section, a short overview of the possible applications of artificial intelligence in foreign language teaching is given. The second section focuses on writing with the help of AI-based applications for text generation. In the third section didactical-methodical considerations are formulated for the use of AI-based applications for text generation in GFL teaching. The paper finishes with a reflection which outlines conclusions. [ABSTRACT FROM AUTHOR]