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arXiv · 2304.02478

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

David James Woo·Hengky Susanto·Chi Ho Yeung·Kai Guo·April Ka Yeng Fung
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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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David James Woo, Hengky Susanto, Chi Ho Yeung, Kai Guo, April Ka Yeng Fung. 2023-03-10. Exploring AI-Generated Text in Student Writing: How Does AI Help?. https://arxiv.org/abs/2304.02478

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