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Teaching English writing in the artificial intelligence era

The evolution of teaching writing in the current age of technological proliferation cannot be
dissociated from the rapid advancement of digital tools and. As eloquently discussed in Haleem’s et
al. (2022) research, this shift is precipitated by an increasing fusion of digital utilities within the
educational realm, effectively transforming traditional pen-and-paper methodologies into far more
creative and dynamic pedagogical experiences. Garlinska et al. (2023) discuss how virtual classrooms,
online workshops, and cloud-based writing tools, for example, are revolutionizing the domain of
writing instruction. These platforms offer functionalities such as real-time feedback, collaborative
editing, and plagiarism checks. Such features not only enhance the writing acumen of students, as per
Nykyporets’s (2023) study, but also inspire them to engage in critical thinking and independent
reasoning.
Furthermore, as illustrated by Bhutoria’s (2022) work, AI-driven platforms and applications offer
personalized learning opportunities for students, identifying their writing strengths and weak-nesses.
This empowers educators to tailor their teaching strategies to each student’s unique needs and
preferences, leading to more effective learning outcomes (Dogan et al., 2023). In the same vein,
Cahyono et al. (2023) explored of the workable approach mediated by mobile technol-ogy in teaching
writing uncovers another layer of tech-enabled pedagogical innovation. Students are emboldened to
publish their work in public forums, nurturing their confidence and writing abilities. Such platforms
also promote peer review and feedback mechanisms, fostering a sense of community and collaborative
learning (Umamah & Cahyono, 2022). However, as the literature acknowledges, the digitization of
writing instruction is not without its challenges. As Duncan and Joyner (2022) articulated, educators
must grapple with issues related to digital equity, privacy, and the potential for distraction. These issues
underscore the necessity for an ongoing dialogue and proactive approaches in crafting pedagogical
policies and strategies as we continue to navigate the teaching of writing in this artificial intelligence
era.

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References

Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support
tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks,
Standards and Evaluations, 2(4), 100089. https://doi.org/10.1016/j.tbench.2023.100089
Garlinska, M., Osial, M., Proniewska, K., & Pregowska, A. (2023). The influence of emerging
technologies on distance education. Electronics, 12(7), 1550.
https://doi.org/10.3390/electronics12071550
Nykyporets, S. S. (2023). Harnessing cloud technologies for foreign language acquisition among
masters in energy engineering. Moderní aspekty vědy: Svazek XXXI mezinárodní, 21–56.
http://ir.lib.vntu.edu.ua/han dle/123456789/37121
Cahyono, B. Y., Khotimah, K., & Batunan, D. A. (2023). Workable approaches in EFL teaching
mediated by mobile technology during the pandemic and post-pandemic: Indonesian EFL
teachers’ experiences and expectations. Computer Assisted Language Learning, 24, 138–159.
http://callej.org/journal/24-1/Cahyono-Khotimah-Batunan-Imamyartha2023.pdf
Umamah, A., & Cahyono, B. Y. (2022). EFL university stu-dents’ use of online resources to facilitate
self-regulated writing. Computer Assisted Language Learning, 23(1), 108–124.
http://callej.org/journal/23-1/Umamah-Cahyono2022.pdf
Duncan, A., & Joyner, D. (2022). On the necessity (or lack thereof) of digital proctoring: Drawbacks,
perceptions, and alternatives. Journal of Computer Assisted Learning, 38(5), 1482–1496.
https://doi.org/10.1111/jcal.12700

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Sample writing for CH 3 Assignment Writing 3

The impact of AI writing tools on students writing quality

There has been burgeoning research on the impact of AI writing tools on students’ writing ability.
While several studies indicate positive outcomes, others highlight potential negative impacts. On the
positive side, AI writing tools such as Grammarly, QuillBot, Wordtune, and Jenni have been found to
significantly improve students’ writing skills. These tools utilize advanced algorithms to identify
common errors in grammar, punctuation, and syntax and provide suggestions to improve clarity and
style. They also offer unique capabilities such as paraphrasing and refining sentences for enhanced
effectiveness. A study by Tambunan et al. (2022) showed that using Grammarly improved students’
grammar and punctuation. Grammarly’s AI analyzes the user’s text, provides real-time suggestions for
enhancing grammar, spelling, punctuation, clarity, engagement, and delivery. This has the effect of
turning the process of writing into a learning opportunity. QuillBot, another AI tool, specializes in
paraphrasing, helping students avoid plagiarism while maintaining the original meaning of their
content. Kurniati and Fithriani (2021) found that QuillBot aided students in developing better
paraphrasing skills, which is a critical competency in academic writing. WordTune, on the other hand,
focuses on refining and improving the tone and style of the text. A study by Lam and Moorhouse (2022)
found that WordTune effectively helped students identify their writing weaknesses, thereby promoting
self-assessment and learning. This tool goes beyond simple grammar correction and delves into the
stylistic elements of writing. Jenni is another AI-based writing assistant that provides predictive text
suggestions to help users compose emails, reports, articles, and other documents more efficiently.
Although no specific research was cited in this regard, user feedback suggests a positive impact on
writing productivity and creativity. GPT-3, developed by OpenAI, represents a significant
advancement in language model technology. Capable of generating coherent and contextually relevant
sentences, GPT-3 has been found to stimulate students’ creative and critical thinking (Mhlanga, 2023).
It can be an excellent tool for students to experiment with different writing styles and ideas. These
studies high-light the potential of AI tools in enhancing the writing abilities of students.
In terms of the content and the structure of writing, a number of research has shown that AI
writing tools can significantly enhance the efficiency and quality of writing tasks. AI-based tools, like
GPT-3 and its successor GPT-4, have been leveraged to suggest the next word or paragraph in a text,
aiding authors in creating human-like compositions (Liu et al., 2023). This process is facilitated by
machine learning algorithms that predict text sequences based on the vast amount of data they have
been trained on. Furthermore, there is ongoing research exploring the impact of these tools on different
aspects of writing. For instance, a study found that AI writing tools like “AI KAKU”, a popular
Japanese-developed English language learning tool, could potentially reduce cognitive barriers for
English as a Foreign Language (EFL) learners when producing written text in English (Gayed et al.,
2022). This is achieved by providing real-time translation and grammar suggestions, making the
writing process less daunting. Another important application of AI in writing is its ability to expedite
the literature review process, which deals with large volumes of partially structured (meta)data
(Wagner et al., 2022). This is particularly valuable in fields like healthcare and social sciences, where
researchers must often sift through enormous bodies of literature for their studies. In conclusion, the
evolution and application of AI writing tools like have undoubtedly marked a significant stride in the
world of writing and literature. These advancements hold substantial potential in not only streamlining
the writing process but also in improving the quality and efficiency of written output.

References

Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S.(2022). Exploring an AI-based writing
assistant’simpact on English language learners. Computers and Education: Artificial
Intelligence, 3, 100055. https://doi.org/10.1016/j.caeai.2022.100055
Kurniati, E. Y., & Fithriani, R. (2022). Post-Graduate Students’ Perceptions of Quillbot Utilization in
English Academic Writing Class. Journal of English Language Teaching and Linguistics, 7(3),
437–451. https://doi. org/10.21462/jeltl.v7i3.852
Liu, Y., Han, T., Ma, S., Zhang, J., Yang, Y., Tian, J., & Ge, B.(2023). Summary of chatgpt/gpt-4
research and perspective towards the future of large language models. arXiv Preprint arXiv:
2304.01852. https://doi. org/10.48550/arXiv.2304.06488
Tambunan, A. R. S., Andayani, W., Sari, W. S., & Lubis, F. K. (2022).Investigating EFL students’
linguistic pro-blems using grammarly as automated writing eva-luation feedback. Indonesian
Journal of Applied Linguistics, 12(1), 16–27. https://doi.org/10.17509/ijal.v12i1.46428
Wagner, G., Lukyanenko, R., & Paré, G. (2022). Artificial intelligence and the conduct of literature
reviews. Journal of Information Technology, 37(2), 209–226.
https://doi.org/10.1177/02683962211048201