AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools
TL;DR: The authors conducted a systematic review of the recent empirical AI-powered writing assistance studies and highlighted the scholars' recommendations regarding dealing with learners' use of these tools and grouped the recommendations into two groups for researchers and educators.
read more
Abstract: Recent technological advances in artificial intelligence (AI) have paved the way for improved and in many cases the creation of entirely new and innovative, electronic writing tools. These writing support systems assist during and after the writing process making them indispensable to many writers in general and to students in particular who can get human-like sentence completion suggestions and text generation. Although the wide adoption of these tools by students has been faced with a steady growth of scientific publications in the field, the results of these studies are often contradictory and their validity may be questioned. To gain a deeper understanding of the validity of AI-powered writing assistance tools, we conducted a systematic review of the recent empirical AI-powered writing assistance studies. The purpose of this review is twofold. First, we wanted to explore the recent scholarly publications that evaluated the use of AI-powered writing assistance tools in the classroom in terms of their types, uses, limits, and potential for improving students’ writing skills. Second, the review also sought to explore the perceptions of educators and researchers about learners’ use of AI-powered writing tools and review their recommendations on how to best ingrate these tools into the contemporary and future classroom. Using the Scopus research database, a total of 104 peer-reviewed papers were identified and analyzed. The findings indicate that students are increasingly using a variety of AI-powered writing assistance tools for improving their writing. The tools they are using can be categorized into four main groups: (1) automated writing evaluation tools, (2) tools that provide automated writing corrective feedback, (3) AI-powered machine translators, and (4) GPT-3 automatic text generators. The analysis also highlighted the scholars’ recommendations regarding dealing with learners’ use of AI-powered writing assistance tools and grouped the recommendations into two groups for researchers and educators.
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Exploring Artificial Intelligence in Academic Essay: Higher Education Student's Perspective
Agung Rinaldy Malik,Yuni Pratiwi,Kusubakti Andajani,I. W. Numertayasa,Sri Suharti,Arisa Darwis,Marzuki +6 more
TL;DR: This study explores Indonesian students' perceptions of AI usage in academic essay writing, revealing a positive reception of AI-powered tools that enhance writing abilities, self-efficacy, and understanding of academic integrity, while also highlighting concerns about creativity and critical thinking.
113
Enhancing Student Engagement: Harnessing “AIED”’s Power in Hybrid Education—A Review Analysis
TL;DR: In this article , the advantages and disadvantages of hybrid education and the optimal approaches for incorporating Artificial Intelligence (AI) in educational settings are examined. And the research findings suggest that using AI can revolutionize hybrid education, as it enhances both student and instructor autonomy while fostering a more engaging and interactive learning environment.
Utilization of artificial intelligence technology in an academic writing class: How do Indonesian students perceive?
TL;DR: In this article , a case study of three senior high schools in Central Java, Indonesia, employed quantitative and qualitative data to map perception, obstacles, and recommendations for optimizing use of AI in teaching academic writing in Indonesian.
43
AI in academia: An overview of selected tools and their areas of application
Robert F. J. Pinzolits
TL;DR: The objective is to foster an informed approach to the integration of AI tools in academic settings, ensuring that educators are well-equipped to leverage these technologies to enhance the quality and output of academic work.
31
References
Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century
TL;DR: A systematic review of empirical studies on writing motivation conducted in school settings, published between 2000 and 2018 in peer-reviewed journals as discussed by the authors, found that motivation is a catalyst of writing performance in school.
113
New CALL-SLA Research Interfaces for the 21st Century: Towards Equitable Multilingualism
TL;DR: The majority of the world is multilingual, but inequitably multilingual as discussed by the authors, and the majority of languages are also technologized, but not necessarily necessarily universally multilingual.
•Journal Article
Second language writing online: An update
TL;DR: There has been renewed interest in L2 writing through the wide use of social media, along with the rising popularity of computer-mediated communication and telecollaboration, which has led to a significant rise in interest in collaborative writing.
In Conversation with Artificial Intelligence: Aligning language Models with Human Values
Atoosa Kasirzadeh,Iason Gabriel +1 more
TL;DR: In this paper , a philosophical analysis of the building blocks of linguistic communication between conversational agents and human interlocutors is presented, and the authors explore how these norms can be used to align conversational agent with human values across a range of discursive domains.
Automated writing evaluation
TL;DR: In this article, the authors explore technology-related themes and topics for English language teachers and demystify what may be new areas for some readers and to consider their relevance for English Language teachers.
87