IntechOpen eBooks,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 9, 2024
Integrating
artificial
intelligence
(AI)
in
education
has
transformed
traditional
teaching
by
providing
interactive
and
personalized
learning
opportunities.
This
study
investigates
the
impact
of
Chat-GPT,
an
advanced
language
model,
on
improving
English
writing
skills
among
10
secondary
school
students
Ambon
City,
Maluku,
Indonesia.
Utilizing
a
mixed-methods
approach,
research
incorporated
qualitative
interviews,
surveys,
quantitative
analysis
students’
portfolios
to
evaluate
effectiveness
AI-generated
feedback.
The
results
revealed
that
Chat-GPT
significantly
enhanced
through
personalized,
real-time
feedback,
which
led
notable
improvements
grammar,
vocabulary,
self-editing
capabilities.
Principal
component
(PCA)
identified
three
key
factors
contributing
skill
development:
(1)
overall
improvement
quality,
including
better
coherence
creativity;
(2)
technical
proficiency
sentence
structure,
editing;
(3)
user
satisfaction
with
platform
perceived
value
its
Furthermore,
correlation
demonstrated
positive
association
between
frequent
use
precision
written
work.
Qualitative
feedback
highlighted
appreciation
for
contextualized,
preference
features
supporting
collaboration.
advocates
responsible
integration
AI
foster
self-directed
improve
linguistic
competencies.
Вестник педагогических наук.,
Journal Year:
2025,
Volume and Issue:
1, P. 202 - 208
Published: Jan. 10, 2025
в
данном
исследовании
анализируется
опыт
обучающихся
и
их
стратегии
при
использовании
ChatGPT
процессе
обучения
академическому
письму.
В
работе
использовался
метод
качественного
исследования,
котором
приняли
участие
пятьдесят
три
студента,
английскому
языку
как
иностранному
(EFL),
с
разным
уровнем
владения
языком.
Основные
результаты
показывают,
что
способствует
преодолению
неуверенности,
уточнению
лексики
внесению
предложений
по
содержанию,
повышая
качество
письменных
работ
позволяя
студентам
сосредоточиться
на
раскрытии
творческого
потенциала.
Вместе
тем,
баланс
между
инструментами
искусственного
интеллекта
человеческим
мышлением
имеет
решающее
значение
для
обеспечения
аутентичности.
Использование
вызывает
опасения
поводу
подлинности
академических
работ,
подчеркивая
необходимость
соблюдения
этических
норм.
Недостатки
ChatGPT,
такие
создание
слишком
сложных
отсутствие
культурной
восприимчивости,
требуют
обязательного
человеческого
вмешательства.
Обучающиеся
осознают
важность
использования
своих
собственных
суждений
необходимости
получения
обратной
связи
надлежащего
качества
работы,
преподаватели
же
призваны
разработать
этические
рекомендации
использованию
ИИ
работах,
делая
акцент
критическом
мышлении
оригинальности.
Программы
преподавателей
студентов
ответственному
внедрению
жизненно
необходимы.
Несмотря
комплексный
подход,
небольшой
размер
выборки
ограничивает
возможность
разносторонней,
исчерпывающей
генерализации,
а
опора
собранные
самостоятельно
данные
вносит
потенциальную
погрешность.
Будущие
исследования
должны
охватывать
более
крупные
аудитории,
включать
разнообразные
предусматривать
объективные
меры
устранения
предвзятости.
this
study
analyses
EFL
learners'
experiences
and
strategies
when
using
in
academic
writing
instruction.
The
paper
uses
a
qualitative
case
method
with
fifty-three
learners
different
levels
of
language
proficiency.
key
findings
show
that
facilitates
overcoming
uncertainty,
clarifying
vocabulary
making
content
suggestions,
enhancing
essay
quality
allowing
students
to
focus
on
unlocking
their
creativity.
However,
the
stable
balance
between
AI
tools
human
reasoning
is
critical
ensure
trustworthiness.
system
raises
concerns
about
validity
work,
while
stressing
need
for
ethical
standards.
Its
limitations,
such
as
creating
overly
complex
sentences
lack
cultural
sensitivity,
require
mandatory
intervention.
Educators
are
challenged
develop
guidelines,
focusing
thinking
authenticity.
Training
programmes
lecturers
responsible
implementation
vital.
Despite
comprehensive
approach,
small
sample
size
limits
possibility
diverse,
exhaustive
generalization,
reliance
self-collected
data
introduces
potential
bias.
Future
studies
should
reach
larger
audiences,
include
diverse
samples,
objective
measures
eliminate
AsiaCALL Online Journal,
Journal Year:
2025,
Volume and Issue:
16(1), P. 295 - 311
Published: April 16, 2025
Since
its
debut,
ChatGPT
has
emerged
in
heated
discussions
among
language
teachers
and
educators.
This
paper
presents
a
systematic
literature
review
of
teachers’
perceptions
on
integrating
ChatGPT,
which
is
an
OpenAI-developed
large-scale
generative
model
used
English
as
Foreign
Language
(EFL)
writing
classes
higher
education.
The
study
aims
to
provide
comprehensive
overview
current
research
how
perceived
utilized
classes.
For
the
review,
total
118
articles
published
from
November
2022
April
2024
were
collected
based
specific
keywords.
After
applying
inclusion
exclusion
criteria,
29
publications
selected
for
review.
Findings
indicate
diverse
perspectives
education
regarding
ChatGPT's
utility.
Additionally,
integration
EFL
still
early
stages,
with
emphasis
content
revision,
proofreading,
prompt
creation,
idea
generation,
providing
personalized
feedback.
These
results
underscore
need
ongoing
research,
urging
Vietnamese
carefully
consider
integration.
There
pressing
demand
training
both
students
context
address
issues
academic
integrity,
critical
thinking,
challenges
associated
home-based
assessments.
Reading Research Quarterly,
Journal Year:
2024,
Volume and Issue:
60(1)
Published: Nov. 23, 2024
Abstract
The
latest
mutation
of
Artificial
Intelligence,
Generative
AI,
is
more
than
anything
a
technology
writing.
It
machine
that
can
write.
In
world‐historical
frame,
the
significance
this
cannot
be
understated.
This
in
which
unnatural
language
code
tangles
with
natural
everyday
life.
Its
form
writing,
moreover,
multimodal,
able
not
only
to
write
text
as
conventionally
understood,
but
also
“read”
images
by
matching
textual
labels
and
“write”
from
prompts.
Within
scope
peculiarly
mechanical
manufacturing
writing
are
mathematics,
actionable
software
procedure,
algorithm.
paper
explores
consequences
AI
for
literacy
teaching
learning.
its
first
part,
we
speak
theoretically
historically,
suggesting
development
perhaps
momentous
society
education
Pi
Sheng's
invention
moveable
type
Gutenberg's
printing
press—and
peculiar
ways
just
problematic.
paper's
second
go
on
propose
time
requires
new
way
about
itself,
revised
“grammar”
sorts.
third
discuss
an
experimental
application
have
developed
puts
work
support
We
end
some
findings
implications
proposal
what
will
call
cyber‐social
International Journal of Computer-Assisted Language Learning and Teaching,
Journal Year:
2024,
Volume and Issue:
14(1), P. 1 - 11
Published: Nov. 15, 2024
This
paper
discusses
the
increasingly
prominent
role
of
ChatGPT
in
providing
feedback
and
assessment
for
L2
writing
digital
age.
It
reviews
representative
studies
that
address
five
research
strands
about
use
contexts.
After
a
critical
evaluation
existing
literature,
author
extensively
explains
four
innovative
sub-topics
on
leveraging
assessment,
drawing
multiple
creative
projects
undertaken
by
her
team.
These
include:
1)
ChatGPT-student
collaboration
process;
2)
ChatGPT-supported
teacher
feedback;
3)
collaborative
processing
4)
potential
assessment.
also
addresses
importance
training
GenAI
language
instruction.
Malaysian Journal of Social Sciences and Humanities (MJSSH),
Journal Year:
2024,
Volume and Issue:
9(8), P. e002954 - e002954
Published: Aug. 25, 2024
Artificial
intelligence
has
significantly
reduced
the
need
for
human
activity
in
education.
Numerous
AI
technologies
are
already
present
various
academic
applications
created
to
help
students
with
their
writing.
However,
although
leverage
of
writing
a
student
is
associated
numerous
opportunities,
it
also
raises
multiple
issues
and
problems
that
should
be
thoroughly
investigated.
The
objective
this
study
review
implications
leveraging
This
employed
analysis
approach,
examining
relevant
literature
based
on
specified
keywords.
methodology
includes:
(a)
technique
searching
literature;
(b)
determining
inclusion
exclusion
criteria;
(c)
process.
identified
several
students’
They
include,
but
not
limited
to:
paradigm
shift
learning;
ethical
considerations
research
integrity;
enhancing
abilities
efficiency;
(d)
redefining
practices;
(e)
collaboration
between
writers.
In
conclusion,
as
supplementary
tool
revealed
positive
students'
considered
significance
relevance
these
findings.
For
additional
studies,
broader
discussion
concerns
will
have
developed.
