{"title":"Can novice teachers detect AI-generated texts in EFL writing?","authors":"Vanessa De Wilde","doi":"10.1093/elt/ccae031","DOIUrl":null,"url":null,"abstract":"The introduction of generative artificial intelligence (AI) to the wider public could have a huge impact on EFL learning and teaching. Researchers have voiced concerns that learners might lean too much on technology. Previous studies have investigated the use of AI tools in L2 writing with various populations and found that it was difficult for teachers to detect use of AI and that teachers mainly relied on linguistic strategies to detect AI-generated texts. This paper reports on a qualitative study that investigated whether novice English teachers were able to detect AI-generated writing and which strategies they used to do this. The results show that some novice teachers are quite good at detecting AI-generated texts, while others proved to have more difficulties. The teachers used both linguistic and content-related strategies to detect AI-generated writing. The results point towards the value of including this topic in teaching methodology courses in (initial) teacher training programmes.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elt Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1093/elt/ccae031","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The introduction of generative artificial intelligence (AI) to the wider public could have a huge impact on EFL learning and teaching. Researchers have voiced concerns that learners might lean too much on technology. Previous studies have investigated the use of AI tools in L2 writing with various populations and found that it was difficult for teachers to detect use of AI and that teachers mainly relied on linguistic strategies to detect AI-generated texts. This paper reports on a qualitative study that investigated whether novice English teachers were able to detect AI-generated writing and which strategies they used to do this. The results show that some novice teachers are quite good at detecting AI-generated texts, while others proved to have more difficulties. The teachers used both linguistic and content-related strategies to detect AI-generated writing. The results point towards the value of including this topic in teaching methodology courses in (initial) teacher training programmes.
期刊介绍:
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.