english essay ai

english essay ai

The Impact of Artificial Intelligence on English Essays

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1. Introduction

The past previous works focused on five aspects when describing English essays for AEE tasks; they are content coverage, arguments, organization, grammatical use, and vocabulary range. Rightly, all essays are not equal for students to show off in non-text-oriented tasks. Especially, to examine English linguistic expressions of English essays is an important task. However, better performance and skill learning can be originated from stronger street talk in both real and academic life. Conventional teaching-learning process, composed frontal teaching, evaluate students reading comprehension separately. In addition, separately conducted sentence and speech creation tasks can help students become somewhat stronger thinkers and writers in school life, by increasing their memory, logical, and reasoning abilities. On these process some students who initially receive low grades may gain some self-confidence, but end up discouraged as their teachers give them subjectivity-based grades.

The study of natural language processing has been enjoying increased interest and wide application. Much of the attention comes from studies of the algorithms implemented in chatbots to enhance their human-like appropriateness. An early application of these algorithms was the evaluation of essays, wherein the intelligence systems evaluate essays directly or indirectly in terms of coherence, persuasiveness, and grammar language proficiency, much as human readers do. This assessment is generally valuable because the ability to write is considered a key factor separating the success in college as well as this is a fundamental factor for a successful college student life. However, these human assessors can be inaccurate due to human error, fatigue, or cognitive complexity, and they can provide consensus measurements for some aspects of an essay approximation, and depend on the context and essay prompts. Thus, the need for automatic essay evaluations AEEs in the learning environment to improve teacher-student interaction in college courses becomes increasingly important. Neural networks and classical models have been used to identify the features of good essays.

2. Benefits of AI in Essay Writing

Thus, if before students were dreadfully appalled by the thought of writing an essay to describe one’s adventure either with their family members, friends, or community, these chatbots are a gift that proves instrumental for these students. Berkhout explains that these chatbots come with modules to help students in organizing their essays and generating their essays with input-output exchange that are said to be beneficial for young or foreign language learners because they are subjected to the extreme conditions of understanding certain elements, do activities within a particular time frame, and remember mass information that can help in generating essays of their adventures. Through these beneficial elements, the results of motivations to generate essay modules indicate that young foreign language learners were relatively motivated to verbally generate essays concerning their adventures.

While many celebrate the dawn of artificial intelligence (AI) as the Fourth Industrial Revolution, others frown upon such a revolution because it comes with an element of fear that such AI technologies will take over most human activities and eventually render most humans jobless. This paper, however, will not advocate whether AI in the form of chatbots should be used or not. Instead, this paper will elaborate on the benefits of AI in helping students to write essays in the English language. Educators who fear that students will abdicate their right to write essays because they are given chatbots to help students in writing essays may just as well realize the irony that these chatbots are actually useful in guiding students in the art of essay writing as chatbots come with programmed templates, or basically essay rubrics, that guide students in frameworks of writing.

3. Challenges of AI in Essay Writing

We concluded that automated essay scoring raises important measurement and equity questions; we must use AI and machine learning in responsible ways, ideally validating methods across a variety of high-stakes essay writing requirements, before we expand their uses across classrooms. In the classroom, students are often required to write essays that demonstrate a sophisticated understanding of complex concepts and evidence of higher-order thinking. In response, researchers are making progress in evaluating essays with a variety of methods by tokenizing the tasks into manageable components at different cognitive levels. Off-the-shelf speech recognition software has difficulty analyzing outputs due to problematic essays filled with fragmented phrases, incomprehensible assertions, and misplaced punctuation.

We assessed the effectiveness of an off-the-shelf speech recognition software to automatically analyze students’ essays for evidence of rule-based and linguistic writing achievements. With an initial focus on how one particular off-the-shelf software introduces variability and bias into the measurement of engineering students’ writing, we compared human scores to machine scores from six writing prompts for two corpora and proposed diagnostic methods to detect when AI-to-score relationships might have led to the inflation and re-scaling needed to correct student data. This paper explores the ethical, pedagogical, and broader social implications challenging essay scoring AI and asserts that machine learning and AI in writing classrooms should not be implemented unless it is proven effective, reliable, and fair across a variety of writing abilities.

4. Ethics and AI in Essay Writing

Judging from the outspoken rhetoric of those critical of essay writing and AI, the ethical dilemma lies both in the individuals using this to game the system, as well as those advocating for the use of such software. Those interested in their academic integrity would ideally avoid such consequences. This action concerns itself primarily academically, yet the issue of using unsupervised AI to write professional essays forces a larger discourse. Zeit Online refers to the phenomenon of ghostwriting being prepared by individuals willing to cheat the academic system academically and will eventually go as far as to argue for better accommodations, adding to already existing stigma surrounding the reputation of higher education and its notoriously low intake percentage worldwide.

In the question of essay writing, we need to question what constitutes a unique essay. AI, as argued, has been cited as transferring information, knowledge from one topic to another, leading essays to result in the same kind of work for a student, yet it passes plagiarism software as the AI simply synthesizes the information on the excellent essays online and provides that as background for writing a new essay. While professional essay writers have the luxury of producing unique work that corresponds to the student’s academic background to some extent, AI facilitates the use of this dubious path. We simply input what we need to write a grade-A essay, as we sit back waiting minutes for the program to output one. Where is the real learning in writing essays?

5. Conclusion

The objective of this study is to investigate the impact of using artificial intelligence in an English lesson on the attitude and the achievement of the Grade 7 students. The study has been conducted on 71 students at grade seven of a secondary school. The pre-test and post-test control group design has been used. The data obtained from the study has been analyzed using t-test technique. The students in the control group have been taught with traditional teaching methods whereas the students in the experimental group have been given artificial intelligence-based English lessons. As a result of the study, it has been seen that the students in the experimental group got higher scores from the achievement test whereas the scores of the attitude test between the students in the two groups have not revealed any statistically meaningful differences. In this context, it has been revealed that teaching English with artificial intelligence creates positive attitudes and awareness in the students. Based on the results, it might be said that in teaching English to the students, artificial intelligence offers various opportunities and advantages.

Computers have been an inevitable part of daily life for quite a few years and thanks to numerous software programs, people with different levels of computer literacy can make use of such programs easily. Softwares with a user interface using systems such as artificial intelligence capable of transforming the mental features of the human being who uses it represent a new stage of the digital revolution. Therefore, being closer to the human nature in the coming period and trying to understand the mindset of people when it is desired to understand the impact of technology in a more effective way will provide them to plan a good future in the light of technology. In the light of the data obtained through technology and the examples drawn from people’s daily lives, it is seen that students benefit a lot from artificial intelligence and use it especially in writing essays about a subject that they have recently learned. In this study, it is aimed to examine whether there is any difference in the quality of the essay by including the features that emotional intelligence, deep learning, semantic algorithms, and digital technology using the artificial intelligence system.

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