Exploring AI-Generated Text in Student Writing: How Does AI Help?

• URL: http://arxiv.org/abs/2304.02478v2
• Date: Mon, 1 Jan 2024 02:10:43 GMT
• Title: Exploring AI-Generated Text in Student Writing: How Does AI Help?
• Authors: David James Woo (1), Hengky Susanto (2), Chi Ho Yeung (2), Kai Guo (3), and (4) April Ka Yeng Fung ((1) Precious Blood Secondary School, Hong Kong, (2) Department of Science and Environmental Studies, The Education University of Hong Kong, Hong Kong, (3) Faculty of Education, The University of Hong Kong, Hong Kong, and (4) Hoi Ping Chamber of Commerce Secondary School, Hong Kong)
• Abstract summary: It remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text.
• Score: 0.0
• License: http://creativecommons.org/licenses/by-nc-nd/4.0/
• Abstract: English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.

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