Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation

Technology-enhanced language learning has exerted positive effects on the performance and engagement of L2 learners. Since the advent of tools based on recent advancement in artificial intelligence (AI), educators have made major strides in applying state-of-the-art technologies to writing classroom...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Education and information technologies Ročník 28; číslo 11; s. 13943 - 13967
Hlavní autor: Yan, Da
Médium: Journal Article
Jazyk:angličtina
Vydáno: New York Springer US 01.11.2023
Springer
Springer Nature B.V
Témata:
Access to Education
Artificial Intelligence
Automation
Chatbots
Classrooms
Computer Appl. in Social and Behavioral Sciences
Computer Assisted Instruction
Computer Science
Computers and Education
Education
Educational Equity (Finance)
Educational Technology
Equal Education
Information Systems Applications (incl.Internet)
Investigations
Learning Activities
Learning strategies
Pedagogy
Plagiarism
Practicums
Second Language Learning
Teaching Methods
User Interfaces and Human Computer Interaction
Writing
Writing (Composition)
Writing Instruction
Technology-enhanced writing
Automatic text generation
Plagiarism
ChatGPT
AI-enhanced education
ISSN:1360-2357, 1573-7608
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:Technology-enhanced language learning has exerted positive effects on the performance and engagement of L2 learners. Since the advent of tools based on recent advancement in artificial intelligence (AI), educators have made major strides in applying state-of-the-art technologies to writing classrooms. In November 2022, an AI-powered chatbot named ChatGPT capable of automatic text generation was introduced to the public. The study tried to apply ChatGPT’s text generation feature in a one-week L2 writing practicum. The study adopted a qualitative approach to investigate students’ behaviors and reflections in their exposure to ChatGPT in writing classrooms. The developmental features in learning activities and reflective perceptions were triangulated for the piloting evaluation of the impact of ChatGPT on L2 writing learners. The findings revealed the affordance and potential applicability of the tool in L2 writing pedagogy. Additionally, the tool also showcased an automatic workflow that could maximize the efficiency in composing writing. However, participants generally expressed their concern with its threats to academic honesty and educational equity. The study impelled the reconceptualization of plagiarism in the new era, development of regulatory policies and pedagogical guidance to regulate proper utilization of the tool. Being a pioneering effort, the study accentuated future research directions for more insights into the application of ChatGPT in L2 learning, and the establishment of corresponding pedagogical adjustments.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-023-11742-4