Partnering with Al: Intelligent Writing Assistance and Instructed Language Learning

Autor/in	Godwin-Jones, Robert
Titel	Partnering with Al: Intelligent Writing Assistance and Instructed Language Learning
Quelle	In: Language Learning & Technology, 26 (2022) 2, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Writing Instruction; Artificial Intelligence; Feedback (Response); Writing Evaluation; Computational Linguistics; Computer Software; Translation; Synchronous Communication; Audiences; Intelligent Tutoring Systems; Teaching Methods; Second Language Learning; Second Language Instruction; Native Language; Error Correction + Suchen Sie Ihr Suchwort? Schreibunterricht; Künstliche Intelligenz; Linguistics; Computerlinguistik; Spectator; Zuschauer; Intelligentes Tutorsystem; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrektur
Abstract	In recent years, advances in artificial intelligence (AI) have led to significantly improved, or in some cases, completely new digital tools for writing. Systems for writing assessment and assistance based on automated writing evaluation (AWE) have been available for some time. That is the case for machine translation as well. More recent are synchronous feedback tools, such as Grammarly. That tool incorporates, as do others, predictive text technology, supplying automated sentence completion. Emerging writing assistance goes further, generating an entire text in response to a brief prompt. That capacity, along with significantly improved performance of both automated feedback systems and machine translation, is enabled through advances in AI, built on ever larger datasets and deep machine learning. While they differ in interface, functionality, and target audience, the available and emerging set of intelligent writing tools can be used to help learners improve the quality of their written texts. However, their use in instructional language learning has in some cases been controversial. In this column, we will be examining AI-enabled writing tools, reviewing the findings from research studies, and discussing their use in instructional settings. When integrated into writing instruction and practice, these digital tools have been found to offer significant benefits to both students and teachers. Teacher mediation aids learners in becoming informed consumers of language technology, as well as helping them to gain meta-linguistic knowledge. For researchers, intelligent writing tool use is optimally analyzed from a broad ecological perspective that examines the dynamic interplay of learner, software, and instructional environment. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01