Issue |
E3S Web Conf.
Volume 426, 2023
The 5th International Conference of Biospheric Harmony Advanced Research (ICOBAR 2023)
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|
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Article Number | 01058 | |
Number of page(s) | 5 | |
Section | Integrated Sustainable Science and Technology Innovation | |
DOI | https://doi.org/10.1051/e3sconf/202342601058 | |
Published online | 15 September 2023 |
Dissonance in generative AI use among student writers: How should curriculum managers respond?
English Department, Binus University, Jakarta Indonesia
* Corresponding author: fgtalaue@binus.edu
This qualitative study investigated the case of ChatGPT use by five students in an English for Academic Purposes (EAP) class comprised of 28 students in total. The results of the analysis revealed dissonance in the way the subjects of the study had intended to use ChatGPT in their written assessments and how they used it, six weeks into the writing program. The results of the study revealed that their intention to use ChatGPT may have been within the remit of fair use, but their written output as evaluated by an AI detection tool revealed that the students might have violated academic integrity. This study has clear implications for the role of educators to guide students on how to use AI in their written assessments in such a way that they uphold academic integrity. Educational institutions, therefore, should take a pedagogical stance on AI text generators, which means that proactive measures should be taken to embrace AI as an assistive tool for writing, but fair and guided use of the technology must be in place.
© The Authors, published by EDP Sciences, 2023
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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