{"title":"\"人工智能,你愿意帮忙吗?学习者如何在写作时使用人工智能","authors":"Jarosław Krajka, Izabela Olszak","doi":"10.18355/xl.2024.17.01.03","DOIUrl":null,"url":null,"abstract":"The current surge in the exploitation of Artificial Intelligence (AI) tools, accompanied by the subsequent rise in popularity of AI across different spheres of life, has unlocked a multitude of opportunities for students to employ diverse AI strategies to augment their process of learning. Drawing on the proliferation of Artificial Intelligence, the article examines the process of assisting academic writing instruction with an AI-enhanced word processor. The purpose of the paper is to investigate how successful advanced students are in determining whether an essay was written by AI tools or by a human and how much AI assistance they need to summarize, generate text and write from prompts when trained to use an AI-assisted word processor. The empirical data for the scientific investigation was obtained through a quasi-experimental treatment involving a single group of undergraduate applied linguistics students. The findings of this study indicate the high linguistic sensitivity of the research participants to factors regarding language and layout, which allows them to distinguish human authors from AI-powered texts. The current investigation possesses potential advantages for educators in the realm of foreign language acquisition and instruction, as they contemplate the strengths of their bilingual language learners within academic writing instruction.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":"142 6","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“AI, will you help?” How learners use Artificial Intelligence when writing\",\"authors\":\"Jarosław Krajka, Izabela Olszak\",\"doi\":\"10.18355/xl.2024.17.01.03\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The current surge in the exploitation of Artificial Intelligence (AI) tools, accompanied by the subsequent rise in popularity of AI across different spheres of life, has unlocked a multitude of opportunities for students to employ diverse AI strategies to augment their process of learning. Drawing on the proliferation of Artificial Intelligence, the article examines the process of assisting academic writing instruction with an AI-enhanced word processor. The purpose of the paper is to investigate how successful advanced students are in determining whether an essay was written by AI tools or by a human and how much AI assistance they need to summarize, generate text and write from prompts when trained to use an AI-assisted word processor. The empirical data for the scientific investigation was obtained through a quasi-experimental treatment involving a single group of undergraduate applied linguistics students. The findings of this study indicate the high linguistic sensitivity of the research participants to factors regarding language and layout, which allows them to distinguish human authors from AI-powered texts. The current investigation possesses potential advantages for educators in the realm of foreign language acquisition and instruction, as they contemplate the strengths of their bilingual language learners within academic writing instruction.\",\"PeriodicalId\":53512,\"journal\":{\"name\":\"XLinguae\",\"volume\":\"142 6\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"XLinguae\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18355/xl.2024.17.01.03\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"XLinguae","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18355/xl.2024.17.01.03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
“AI, will you help?” How learners use Artificial Intelligence when writing
The current surge in the exploitation of Artificial Intelligence (AI) tools, accompanied by the subsequent rise in popularity of AI across different spheres of life, has unlocked a multitude of opportunities for students to employ diverse AI strategies to augment their process of learning. Drawing on the proliferation of Artificial Intelligence, the article examines the process of assisting academic writing instruction with an AI-enhanced word processor. The purpose of the paper is to investigate how successful advanced students are in determining whether an essay was written by AI tools or by a human and how much AI assistance they need to summarize, generate text and write from prompts when trained to use an AI-assisted word processor. The empirical data for the scientific investigation was obtained through a quasi-experimental treatment involving a single group of undergraduate applied linguistics students. The findings of this study indicate the high linguistic sensitivity of the research participants to factors regarding language and layout, which allows them to distinguish human authors from AI-powered texts. The current investigation possesses potential advantages for educators in the realm of foreign language acquisition and instruction, as they contemplate the strengths of their bilingual language learners within academic writing instruction.
期刊介绍:
The XLinguae (ISSN 2453-711X online, ISSN 1337-8384 print) is the European scientific language double-blind peer-reviewed journal covering philosophy, linguistics, applied linguistics fields on Modern European languages. It is published by the Slovenská Vzdelávacia a Obstarávacia s.r.o., Nitra, with frequency of 4 issues per year: January + Special Issue, April, June, and October. The main objective of the Journal is to promote and sustain the language and culture diversity.