آمار
| تعداد نشریات | 23 |
| تعداد شمارهها | 383 |
| تعداد مقالات | 3,036 |
| تعداد مشاهده مقاله | 2,760,824 |
| تعداد دریافت فایل اصل مقاله | 1,950,061 |
Developing EFL Writing with AI: Balancing Benefits and Challenges | ||
| Technology Assisted Language Education | ||
| دوره 2، شماره 2، شهریور 2024، صفحه 80-93 اصل مقاله (218.2 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2024.10953.1052 | ||
| نویسندگان | ||
| Mohammed Younus Jasim1؛ Zainab Hakim Musa2؛ Zbar Abood Asim2؛ Ahmed Rawdhan Salman* 3 | ||
| 1Assistant Professor of Al-Mustaqbal University, Iraq | ||
| 2Al-Mustaqbal University, College of Arts and Humanities, 51001, Babylon, Iraq, | ||
| 3Assist. Prof in Applied Linguistics Al Mustaqbal University | ||
| چکیده | ||
| This study explores the impact of AI-powered writing assistance on the writing quality and creativity of English as a Foreign Language (EFL) students. The study reveals that AI platforms like ChatGPT enhance grammatical accuracy, structural coherence, and student engagement, improving overall writing quality. Integrating AI into EFL writing tasks significantly reduces grammatical and lexical errors, promoting more cohesive and coherent texts. Students report increased motivation and engagement due to the immediate feedback provided by ChatGPT. However, the study also highlights content density and authenticity challenges, as AI sometimes includes unrelated ideas and may dilute the students’ intended messages. Despite concerns over AI’s ability to preserve students’ authentic voices and the potential risk of over-reliance, students’ positive attitudes and the pedagogical implications of AI integration indicate that AI holds promise for enhancing EFL education. The study underscores the need for educators to address issues such as inaccuracies, biases, and the balance between AI assistance and students’ authentic expression. This guidance is crucial to fully leverage the benefits of AI in writing instruction. Ultimately, while AI significantly improves the technical quality of writing, its impact on creativity and authenticity requires careful management to ensure enriched learning experiences. | ||
| کلیدواژهها | ||
| AI؛ ChatGPT؛ AI-powered writing assistance؛ EFL writing؛ AI correction tools | ||
| مراجع | ||
|
Afif, I. M., Nur, M., & Ivone, F. M. (2024). Evaluating Cami AI across SMAR stages: Students’ achievement and perceptions in EFL writing instruction. Online Learning, 28(2). https://doi.org/10.24059/olj.v28i2.4246
Aldosemani, T., Assalahi, H., Lhothali, A., & Albsisi, M. (2023). Automated writing evaluation in EFL contexts. International Journal of Computer-Assisted Language Learning and Teaching, 13(4), 20-34. https://doi.org/10.4018/ijcallt.329962
Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in scientific writing. Cureus, 15(2). https://doi.org/10.7759/cureus.35179
Ali, F., Marzuki, A. G., & Elankumaran, R. (2023). Impacts of AI on English as a foreign language students’ motivation and writing skills: An empirical study using ChatGPT. International Journal of Advanced Computer Science and Applications, 14(3), 12-20. https://doi.org/10.14569/IJACSA.2023.0140302
Altma, S., Wang, M., & Zhao, L. (2023). ChatGPT for education: A double-edged sword. AI and Education Journal, 4(1), 55-70. https://doi.org/10.1007/s10209-023-00945-y
Bantalem, D. W., & Kassahun, Y. F. (2024). The transformative power of AI writing technologies: Enhancing EFL writing instruction through the integrative use of Writerly and Google Docs. Human Behavior and Emerging Technologies. https://doi.org/10.1155/2024/9221377
Brooke, E., Dorner, F. E., Ash, E., & Goel, N. S. (2024). Whose preferences? Differences in fairness preferences and their impact on the fairness of AI utilizing human feedback. arXiv. https://doi.org/10.48550/arxiv.2406.05902
Chen, M., & Cui, L. (2022). A review of automated writing evaluation in second language writing: Past, present, and future. Language Teaching Research, 26(1), 34–56. https://doi.org/10.1177/1362168820938873
Chen, S., Shi, P., Guo, J., Xu, S., & Tian, J. (2023). From process to product: Writing engagement and performance of EFL learners under computer-generated feedback instruction. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1258286
Dergaa, Y., Zou, X., & Huang, H. (2023). Authenticity in academic writing: Challenges in the age of AI. Educational Technology Research and Development, 71(4), 1432-1451. https://doi.org/10.1007/s11423-023-10123-x
Escalante, H. J., Kumar, A., & Godwin-Jones, B. (2023). The evolution of automated writing evaluation: Implications for second language learning. Language Learning & Technology, 27(1), 1-25. https://doi.org/10.125/llt.47126
Godwin-Jones, B. (2022). Beyond the correction: How AI tools can foster language learning. Journal of Second Language Writing, 56. https://doi.org/10.1016/j.jslw.2022.100840
Han, Z., Li, J., & Wang, Q. (2023). Integrating ChatGPT into EFL writing instruction: A case study of RECIPE. Computer Assisted Language Learning, 36(3), 256-275. https://doi.org/10.1080/09588221.2023.1869431
Hockly, N. (2023). Artificial intelligence in language education: Benefits and challenges. ELT Journal, 77(3), 351-360. https://doi.org/10.1093/elt/ccad035
Jiang, L., Yu, S., & Wang, C. (2020). Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective. System, 91, 102302. https://doi.org/10.1016/J.SYSTEM.2020.102302
Kim, M.-S., Kim, S. E., Lee, D. W., Yoon, Y.-B., Myung, J., Yoo, H., Lim, H., Han, J., Kim, Y., Ahn, S., Kim, J., Oh, A., Hong, H., & Lee, T. Y. (2024). Designing prompt analytics dashboards to analyze student-ChatGPT interactions in EFL writing. arXiv. https://doi.org/10.48550/arxiv.2405.19691
Lee, K., Yuan, Y., & Kim, J. (2022). CoAuthor and Wordcraft: GPT-3 for creative writing. Proceedings of the 2022 Conference on Empirical Methods in Natural Language Processing. https://doi.org/10.18653/v1/2022.emnlp-main.74
Liu, W., Chen, Y., & Wang, Z. (2024). The role of AI tools in multimodal composing for EFL learners. Journal of Second Language Writing, 59. https://doi.org/10.1016/j.jslw.2024.101278
Luo, J., & Qiu, L. (2024). Review of artificial intelligence-based tools in EFL classroom. International Journal of Education & Development using Information & Communication Technology. https://doi.org/10.61173/s266nr95
Marzuki, A., Abdullah, A., & Ramli, Z. (2023). Enhancing EFL learners’ writing quality through AI tools: A focus on content and structure. Computer Assisted Language Learning, 36(4), 328-345. https://doi.org/10.1080/09588221.2023.1869430
Mohammad, N. (2024). Exploring EFL teachers’ insights regarding artificial intelligence driven tools in student-centered writing instructions. International Journal of English Linguistics, 14(3), 90. https://doi.org/10.5539/ijel.v14n3p90
Mohammadkarimi, E. (2023). Teachers’ reflections on academic dishonesty in EFL students’ writings in the era of artificial intelligence. Journal of Applied Learning and Teaching, 6(2).
Mohd, N. (2024). Exploring EFL teachers’ insights regarding artificial intelligence-driven tools in student-centered writing instructions. International Journal of English Linguistics, 14(3), 93. https://doi.org/10.5539/ijel.v14n3p93
Mun, C. (2024). EFL learners’ English writing feedback and their perception of using ChatGPT. STEM Journal, 25(2), 26. https://doi.org/10.16875/stem.2024.25.2.26
Pariyanto, N., & Tungka, F. (2024). Enhancing writing skills of EFL learners through automated feedback: An empirical investigation. Jurnal Ilmiah Spectral, 10(3). https://doi.org/10.47255/gymtcf78
Perkins, R. (2023). Academic integrity in the age of AI: Guidelines for educators. Journal of Academic Ethics, 21(2), 98-112. https://doi.org/10.1007/s10805-023-09472-z
Rahmi, R., Amalina, Z., Andriansyah, A., & Rodgers, A. (2024). Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writing. Studies in English Language and Education, 11(2), 998-1012. https://doi.org/10.24815/siele.v11i2.35875
Ranalli, J. (2018). Automated written corrective feedback: How well can students make use of it? Computer Assisted Language Learning, 31(7), 653-674. https://doi.org/10.1080/09588221.2018.1430358
Rizky, V. L., Putra, E. P., Ali, N., & Dewi, S. A. (2024). Using artificial intelligence (AI) to improve EFL students’ writing skill. International Journal of English and Applied Linguistics (IJEAL, 4(1). https://doi.org/10.47709/ijeal.v4i1.3694
Roy, K., & Swargiary, K. (2024). ChatGPT impact on EFL Indian undergraduates. Preprints, 202405. https://doi.org/10.20944/preprints202405.0130.v2
Sabry, A., & Selim, M. (2024). The transformative impact of AI-powered tools on academic writing: Perspectives of EFL university students. International Journal of English Linguistics, 14(1), 14. https://doi.org/10.5539/ijel.v14n1p14
Sari, E., & Han, T. (2024). The impact of automated writing evaluation on English as a foreign language learners’ writing self‐efficacy, self‐regulation, anxiety, and performance. Journal of Computer Assisted Learning, 11(4). https://doi.org/10.1111/jcal.13004
Saricaoglu, A., & Bilki, Z. (2021). Investigating the effects of automated writing evaluation on student writing outcomes. International Journal of Artificial Intelligence in Education, 31(1), 109-131. https://doi.org/10.1007/s40593-020-00226-9
Sun, T. (2023). Potential use of artificial intelligence in ESL writing assessment: A case study of IELTS writing tasks. Irish Journal of Technology Enhanced Learning, 7(2), 58-67. https://doi.org/10.22554/ijtel.v7i2.137
Sutrisno, S., & Evenddy, M. (2024). Investigating AI’s automated feedback in English language learning. Foreign Language Instruction Probe, 3(1). https://doi.org/10.54213/flip.v3i1.401
Taj, M. (2024). Challenging traditional EFL writing classroom using AI-mediated tool: A paradigm shift. World Journal of English Language, 14(2), 211. https://doi.org/10.5430/wjel.v14n2p211
Tian, C. (2024). The influence of generative AI technologies on academic writing in EFL education. Journal of Education, Humanities and Social Sciences, 6(2), 32-45. https://doi.org/10.54097/xv0rbq11
Umar, U. (2024). Advancements in English language teaching: Harnessing the power of artificial intelligence. Foreign Language Instruction Probe, 3(1). https://doi.org/10.54213/flip.v3i1.402
Wang, C. (2024). Exploring students’ generative AI-assisted writing processes: Perceptions and experiences from native and nonnative English speakers. Technology, Knowledge, and Learning. https://doi.org/10.1007/s10758-024-09744-3
Warschauer, M., & Ware, P. D. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research, 10(2), 157-180. https://doi.org/10.1191/1362168806lr190oa
Xu, J., & Zhang, S. (2021). Understanding AWE feedback and English writing of learners with different proficiency levels in an EFL classroom: A sociocultural perspective. Asia-Pacific Education Researcher, 31(3), 259-268. https://doi.org/10.1007/S40299-021-00577-7
Yuan, Y., Kim, J., & Lee, K. (2022). Innovative co-writing experiences with GPT-3: A study on Wordcraft. Journal of Educational Computing Research, 60(2), 123-145. https://doi.org/10.2190/EC.60.2.b
Zhao, J., Liu, H., & Xu, K. (2024). Integrating ChatGPT into student writing: A study on strategies, challenges, and perceptions. Computers in Human Behavior, 137. https://doi.org/10.1016/j.chb.2023.107456
Zheng, Z., & Xu, L. (2022). Student engagement with automated feedback on academic writing: A study on Uyghur ethnic minority students in China. Journal of Multilingual and Multicultural Development, 43(6), 551-566. https://doi.org/10.1080/01434632.2022.2102175
Zou, X., & Huang, Y. (2023). Doctoral students’ perceptions of ChatGPT in academic writing: Opportunities and challenges. Language Learning & Technology, 27(2), 1-25. https://doi.org/10.125/llt.47237 | ||
|
آمار تعداد مشاهده مقاله: 424 تعداد دریافت فایل اصل مقاله: 577 |
||