Developing Academic Students’ Writing Competence in the Generative AI Environment

Izabela Olszak, Jarosław Krajka

Résumé


The current explosion of AI tools and the resulting popularity of AI aids in various aspects of life, opened up a myriad of chances for students to apply varied AI strategies to enhance the learning process. The paper focuses on tracing academic students’ writing development in the generative AI environment. The purpose of the research was to verify the application of AI strategies in developing writing skills of a group of applied linguistics students to define what kind of writing assistance they seek and to what extent the application of AI-assisted writing strategies changes their way of learning and developing writing skills. The data for the scientific experiment was gathered through a one-group quasi-experimental treatment of undergraduate applied linguistics students with an English-Portuguese language combination. The results prove the applied linguistics students employ varied strategies in AI environments in order to develop their writing skills.

Mots-clés


generative artificial intelligence; learning strategies; adult learner autonomy; English for Academic Purposes; writing instruction

Texte intégral :

PDF (English)

Références


Baker, T., Smith, L. (2019). Educ-AI-tion Rebooted? Exploring the Future of Artificial Intelligence in Schools and Colleges. Retrieved from: https://media.nesta.org.uk/documents/Future_of_AI_and_education_v5_WEB.pdf

Bonner, E., Lege, R., Frazier, E. (2023). Large Language Model-based Artificial Intelligence in the Language Classroom: Practical Ideas for Teaching. Teaching English with Technology, 23(1), 23–41. DOI: 10.56297/BKAM1691/WIEO1749

Elia, A. (2009). Can a Collaborative WiKi Weblish Dictionary Project Help Academic Writing of ICT Language Learners? In: I. González-Pueyo, C. Foz Gil, M. Jaime Siso, M. José Luzón Marco (Eds.), Teaching Academic and Professional English Online (pp. 153–180). Bern: Peter Lang.

Fryer, L.K., Ainley, M., Thompson, A., Gibson, A., Sherlock, Z. (2017). Stimulating and Sustaining Interest in a Language Course: An Experimental Comparison of Chatbot and Human Task Partners. Computers in Human Behaviour, 75, 461–468. DOI: 10.1016/j.chb.2017.05.045

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., … Kasneci, G. (2023). ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education. Learning and Individual Differences, 103. DOI: 10.1016/j.lindif.2023.102274

Krajka, J. (2002). Correcting Student Work with the Computer – Using Dedicated Software and a Word Processor. Teaching English with Technology, 2(4), 46–52.

Krajka, J. (2007a). English Language Teaching in the Internet-Assisted Environment. Lublin: Maria Curie-Skłodowska University Press.

Krajka, J. (2007b) Corpora and Language Teachers: From Ready-Made to Teacher-Made Collections. CORELL: Computer Resources for Language Learning, 1, 36–55.

Krajka, J. (2009). Concordancing 2.0: On Custom-Made Corpora in the Classroom. In: M. Thomas (Ed.), Handbook of Research on Web 2.0 and Second Language Learning (pp. 411–431). Hershey: IGI Global.

Krajka, J. (2012). Web 2.0 Online Collaboration Tools as Environments for Task-Based Writing Instruction. Ankara University Journal of Faculty of Educational Sciences, 45(2), 97–117.

Lee, D., Swales, J. (2006). A Corpus-Based EAP Course for NNS Doctoral Students: Moving from Available Specialized Corpora to Self-Compiled Corpora. English for Specific Purposes, 25, 56–75.

Luckin, R., Holmes, W., Griffiths, M., Forcier, L.B. (2016). Intelligence Unleashed: An Argument for AI in Education. London: Pearson.

Marr, B. (2018). The Key Definitions of Artificial Intelligence (AI) That Explain Its Importance. Retrieved from: https://www.forbes.com/sites/bernardmarr/2018/02/14/the-keydefinitions-of-artificial-intelligence-ai-that-explain-itsimportance/#40ebc5304f5d

Pennington, M.C. (1993). A Critical Examination of Word Processing Effects in Relation to L2 Writers. Journal of Second Language Writing, 2, 227–255.

Pennington, M.C. (2004). Electronic Media in Second Language Writing: An Overview of Tools and Research Findings. In S. Fotos, C.M. Browne (Eds.), New Perspectives on CALL for Second Language Classrooms (pp. 69–92). Mahway: Lawrence Erlbaum Associates.

Phillips, D. (2007). Longman Preparation Course for the TOEFL® Test: iBT Writing. London: Pearson Education.

Pokrivcakova, S. (2019). Preparing Teachers for the Application of AI-Powered Technologies in Foreign Language Education. Journal of Language and Cultural Education, 7(3), 135–153. DOI: 10.2478/jolace-2019-0025

Qureshi, R., Shaughnessy, D., Gill, K.A.R., Robinson, K.A., Li, T., Agai, E. (2023). Are ChatGPT and Large Language Models “the Answer” to Bringing Us Closer to Systematic Review Automation? Systematic Reviews, 12. DOI: 10.1186/s13643-023-02243-z

Rillig, M.C., Ågerstrand, M., Bi, M., Gould, K.A., Sauerland, U. (2023). Risks and Benefits of Large Language Models for the Environment. Environmental Science & Technology, 57, 3464−3466.

Sejnowski, T. (2023). Large Language Models and the Reverse Turing Test. Neural Computation, 35, 309–342. DOI: 10.48550/arXiv.2207.14382

Zhao, W.X., Zhou, K., Li, J., Tang, T., … Wen, J.-R. (2023). A Survey of Large Language Models (LLMs). DOI: 10.48550/arXiv.2303.18223




DOI: http://dx.doi.org/10.17951/en.2024.9.87-105
Date of publication: 2024-10-24 23:37:39
Date of submission: 2023-09-09 17:14:16


Statistiques


Visibilité des résumés - 48
Downloads (from 2020-06-17) - PDF (English) - 0

Indicateurs



Renvois

  • Il n'y a présentement aucun renvoi.


Droit d'auteur (c) 2024, Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova

Licence Creative Commons
Ce(tte) œuvre est mise à disposition selon les termes de la Licence Creative Commons Attribution 4.0 International.