Abstract
This presentation will share whether the use of generative artificial intelligence (AI) tools can enhance the English writing performance of three groups of third-year Engineering students who are learning English as a Second Language (ESL). Utilizing a questionnaire survey, the research explored the students' perceptions of their English writing skills before and after adopting generative AI tools. The majority initially reported their writing skills as average to poor, with grammar being the primary challenge. After implementing AI tools, a significant portion of the students observed improvements in their writing qualities, with notable improvements in grammar confidence and vocabulary use. However, some students expressed concerns about an over-reliance on the technology and its potential impact on the editing process. Despite these concerns, more than half of the participants believed that AI tools had a positive effect on their grades and writing processes, while just under half reported that their grades either remained the same or deteriorated. This indicates a need for further investigation into the relationship between the use of AI tools and traditional ESL learning methods.
Original language | English |
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Publication status | Not published / presented only - 15 Jun 2024 |
Event | Sheffield Literacies and Language Conference 2024 - Duration: 14 Jun 2024 → 15 Jun 2024 |
Conference
Conference | Sheffield Literacies and Language Conference 2024 |
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Period | 14/06/24 → 15/06/24 |