Hem Lal Pandey , Purna Chandra Bhusal , Sanjeev Niraula
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引用次数: 0
Abstract
This study examines the perspectives of twenty-five First-Year Composition (FYC) instructors on the impact of Large Language Models (LLMs) and Digital Multimodal Composition (DMC) in FYC classrooms. The primary objectives are to assess instructors' views on the effects of LLMs like ChatGPT on FYC pedagogy and to explore how DMC can be brought into conversation within these impacts. Employing qualitative surveys with open-ended questions, the study collected, coded, and thematized the data, generating three major key themes: creativity, plagiarism, and DMC engagement. The FYC instructors' perspectives and observations indicate that LLMs have both encroaching and enhancing effects on FYC classrooms, wherein DMC may be a potential tool to attenuate the negative impacts of LLMs by fostering student engagement. This study highlights the complex, dilemmatic perspectives of FYC instructors and underscores the urgent need for LLM and DMC literacy to advance FYC pedagogy in the context of technological advancements.
期刊介绍:
Computers and Composition: An International Journal is devoted to exploring the use of computers in writing classes, writing programs, and writing research. It provides a forum for discussing issues connected with writing and computer use. It also offers information about integrating computers into writing programs on the basis of sound theoretical and pedagogical decisions, and empirical evidence. It welcomes articles, reviews, and letters to the Editors that may be of interest to readers, including descriptions of computer-aided writing and/or reading instruction, discussions of topics related to computer use of software development; explorations of controversial ethical, legal, or social issues related to the use of computers in writing programs.