Artificial intelligence in writing courses: Attitudes of university instructors in Lebanon

While artificial intelligence technology has been employed in different aspects of education for some time, the recent launch of generative AI tools, such as ChatGPT, has made a larger number of people aware of the advanced capabilities of these types of AI programs. Any time a new technology is int...

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Bibliographic Details
Published in:Issues in educational research Vol. 34; no. 4; pp. 1469 - 1487
Main Author: Nicolas, Samira
Format: Journal Article
Language:English
Published: Perth, WA Institutes for Educational Research in NSW, SA and WA 01.12.2024
Subjects:
Artificial intelligence
Attitudes
College teachers
Data processing
Identification
Influence of Technology
Management Information Systems
Public opinion
Social aspects
Technology
Training of
Writing
Writing Instruction
Writing teachers
ISSN:0313-7155, 1837-6290
Online Access:Get full text
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Summary:While artificial intelligence technology has been employed in different aspects of education for some time, the recent launch of generative AI tools, such as ChatGPT, has made a larger number of people aware of the advanced capabilities of these types of AI programs. Any time a new technology is introduced, the potential benefits it May have for use in the education field rely heavily on instructors' attitudes regarding those benefits and the ease, or lack thereof, with which they May be able to embrace a certain technology. Therefore, this study sought to explore the attitudes of Lebanese university writing instructors regarding the use of AI in their courses. Data were collected through a survey that was administered in the summer of 2023, with responses from 67 English writing instructors. Results revealed that overall, instructors have a neutral attitude about the use of AI in the teaching of writing, but are interested in its potential to facilitate the grading of writing assignments.
Bibliography:Informit, Melbourne (Vic)
Issues in Educational Research, Vol. 34, No. 4, Dec 2024, 1469-1487
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0313-7155
1837-6290