Technological Transitions: Ai In Language Teaching And Learning. L2 Written Productions And Ai Generated Texts.
Keywords:
reinforcement learning, stylistic phenomena, written productionAbstract
This exploratory study proposes an investigation into AI-generated productions compared to L2 student-written productions within the context of English Language Learning. Initiated within a broader pedagogical shift from handwritten to typed productions, and coinciding with the rise of AI tools such as ChatGPT, the study examines challenges related to AI in language teaching, underscoring the importance of understanding and framing the interaction with AI tools in light of the challenges. The study draws on data from 58 French university students enrolled in an intermediate-level English course. Participants were tasked with composing written syntheses in typed forms. The students' texts were then compared with AI-generated texts created in response to the same prompts. A mixed-methods approach, combining both quantitative and qualitative analysis, was used to examine linguistic, discursive, and structural features across the two corpora. Findings reveal notable differences in stylistic complexity. The study explores the connections between the teacher and reinforcement learning in AI and reveals notable issues related to AI bias and explainability. The article concludes with a reflection on pedagogical implications of integrating AI tools into language learning, exploring how AI tools may support the needs of English language learners in a technological landscape that demands a balanced approach between awareness and adaptation to changes in written production.
References
Akplogan, M. (2023). Comment adopter l’intelligence artificielle dans les entreprises. https://www.isheero.com/indabax-burkina-2023-comment-adopter-lintelligence- artificielle-dans-les-entreprises-avec-mahuna-akplogan-ph-d/
Akplogan, M., & Adjovi, A. (2023). Session d'introduction à l'Intelligence Artificielle àl'initiative du Comité Exécutif de la GIZ Bénin. https://www.isheero.com/session-dintroduction-a-lintelligence-artificielle-a-linitiative-du-comite-executif-de-la-giz- benin/
AlAfnan, M. A., Dishari, S., Jovic, M., & Lomidze, K. (2023). ChatGPT as an educational tool : Opportunities, challenges, and recommendations for communication, business writing, and composition courses. Journal of Artificial Intelligence and Technology, 3(2), Article 2. https://doi.org/10.37965/jait.2023.0184
Allen Cu, M., & Hochman, S. (2023). Scores of tanford students used ChatGPT on final exams. https://stanforddaily.com/2023/01/22/scores-of-stanford-students-used-chatgpt-on-final-exams-survey-suggests/
Bowman, E. (2023). A college student created an app that can tell whether AI wrote an essay. NPR. https://www.npr.org/2023/01/09/1147549845/gptzero-ai-chatgpt-edward-tian-plagiarism
CRLT Blog. (2023). ChatGPT: Implications for teaching and student learning. University of Michigan CRLT Blog. https://crlt.umich.edu/blog/chatgpt-implications-teaching-and-student-learning
Dahal, U. (2023). 30% of college students use ChatGPT. MetaNews.com. https://metanews.com/30-of-college-students-use-chatgpt/
Fernández de Lara, C. (2023). 6 Gmail AI features to help save you time. Google - TheKeyword. https://blog.google/products/gmail/gmail-ai-features/
Froud, K., Levinson, L., Maddox, C., & Smith, P. (2023). Middle-schoolers’ reading and processing depth in response to digital and print media: An N400 study(p. 2023.08.30.553693). bioRxiv. https://doi.org/10.1101/2023.08.30.553693
Getahun, H. (2023). ChatGPT could be used for good, but like many other AI models, it's rife with racist and discriminatory bias. Insider. https://www.insider.com/chatgpt-is-like-many-other-ai-models-rife-with-bias-2023-1
Goudey, A. (2024). Analyse du rapport d’information sur les défis de l’intelligence artificielle générative en matière de protection des données personnelles et d’utilisation du contenu généré (Rapport d’Information No. 2207). https://alain.goudey.eu/side/2024/02/27/analyse-du-rapport-dinformation-sur-les-defis- de-lintelligence-artificielle-generative-en-matiere-de-protection-des-donnees- personnelles-et-dutilisation-du-contenu-genere/
Jackson, N. (2023). AI, chatbots, ChatGPT for teachers [Online course]. https://nick-s-site-9a5e.thinkific.com/courses/aiteachers
Josifovsk, V. (2023). Council Post : The future of AI-powered personalization: The potential of choices. Forbes. https://www.forbes.com/sites/forbestechcouncil/2023/07/03/thefuture-of-ai-powered-personalization-the-potential-of-choices/
Kelly, M. L., O'Connor, G., & Intagliata, C. (2023). How to stop worrying and love (or at least live with) ChatGPT. NPR. https://www.npr.org/2023/01/24/1151160196/how-to-stop-worrying-and-love-or-at-least-live-with-chatgpt
Kelly, S. M. (2023). ChatGPT passes exams from law and business schools | CNN Business. CNN. https://www.cnn.com/2023/01/26/tech/chatgpt-passes-exams/index.html
Kung, T. H., Cheatham, M., ChatGPT, Medenilla, A., Sillos, C., Leon, L. D., Elepaño, C., Madriaga, M., Aggabao, R., Diaz-Candido, G., Maningo, J., &Tseng, V. (2022). Performance of ChatGPT on USMLE : Potential for AI-Assisted medical education using large language models (p. 2022.12.19.22283643). medRxiv. https://doi.org/10.1101/2022.12.19.22283643
Mok, A. (2023). A computer engineering student is using ChatGPT to overcome learning challenges linked to her dyslexia. Markets Insider. https://www.businessinsider.com/how-chatgpt-ai-helps-student-overcome-dyslexialearning-challenges-2023-3
OECD. (2016). PISA 2015 Results (Volume II) : Policies and practices for successful schools. OECD. https://doi.org/10.1787/9789264267510-en
OECD. (2019a). PISA 2018 Results (Volume I) : What students know and can do. OECD. https://doi.org/10.1787/5f07c754-en
OECD. (2019b). PISA 2018 Results (Volume II) : Where all students can succeed. OECD. https://doi.org/10.1787/b5fd1b8f-en
OpenAI. (2022). Introducing ChatGPT. Retrieved 7 March 2023, fromhttps://openai.com/blog/chatgpt
OpenAI. (2023). Teaching with AI. Teaching with AI. https://openai.com/blog/teaching-with-ai
Osterbur, M., Hammer, E., & Hammer, E. (2015). Does mechanism matter? Student recall of electronic versus handwritten feedback. International Journal for the Scholarship of Teaching and Learning, 9(1). https://doi.org/10.20429/ijsotl.2015.090107
Pavlov, I. P. (1928). Lectures on conditioned reflexes. London : M. Lawrence. http://archive.org/details/lecturesoncondit0002pavl
Perrott, L. (2022). Higher Education Student Statistics: UK, 2020/21—Subjects studied (No. 95 Promenade, Cheltenham, GL50 1HZ). HESA. https://www.hesa.ac.uk/news/25-01-2022/sb262-higher-education-student-statistics/subjects
Rehman, I., Mahabadi, N., Sanvictores, T., & Rehman, C. I. (2024). Classical conditioning. InS tatPearls. Stat Pearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK470326/
Thomas, V., & Akplogan, M. (2009). Using "Social actions" and RL-algorithms to build policies in DEC-POMDP. IADIS International Journal on Computer Science and Information Systems, 4(3), 82. https://inria.hal.science/inria-00536851
Varanasi, L. (2023-a). OpenAI just announced GPT-4, which can pass everything from a bar exam to AP Biology with flying colors. Here's a list of difficult exams both AI models have passed. Business Insider. https://www.businessinsider.com/list-here-are-the-exams-chatgpt-has-passed-so-far-2023-1
Varanasi, L. (2023-b). A ChatGPT bot passed a Whart on business school exam, but a professor says he would've only graded the effort a B or B-minus. Business Insider. https://www.businessinsider.com/wharton-professor-tested-chatgpt-withfinal-exam- would-give-b-2023-1
Vetter, M. A., Lucia, B., Jiang, J., & Othman, M. (2024). Towards a framework for local interrogation of AI ethics : A case study on text generators, academic integrity, and composing with ChatGPT. Computers and Composition, 71, 102831. https://doi.org/10.1016/j.compcom.2024.102831
Westfall, C. (2023). Education practitioners battle plagiarism As 89%of students admit tousing OpenAI's ChatGPT for homework. Forbes. https://www.forbes.com/sites/chriswestfall/2023/01/28/education practitioners-battle-plagiarism-as-89-of-students-admit-to-using-open-ais-chatgpt-for-homework/
Yousif, N. (2023). ChatGPT : Student builds app to sniff out AI-written essays. BBC News. https://www.bbc.com/news/world-us-canada-64252570
