Teachers’ reflections on academic dishonesty in EFL students’ writings in the era of artificial intelligence

Abstract

Jo u r n a l o f A p p l ie d Lea r n in g & T e a c h in g JALT http://journals.sfu.ca/jalt/index.php/jalt/index

Investigating marker accuracy in differentiating between university scripts written by students and those produced using ChatGPT

“…As opposed to such generative AI tools being simply viewed as a threat, it would be preferable to instead consider how such tools can be embraced appropriately. Where transgressions of professional boundaries do occur, however, academic misconduct procedures should be updated to reflect what is considered appropriate and what is an inappropriate use of this emerging technology (Mohammadkarimi, 2023). It is no easier to ban the use of generative AI at this stage than it would have been to stop the internet from going mainstream three decades ago.…”

A Primer on Generative Artificial Intelligence

“…Although there may be tools to detect plagiarism and AI-generated content, they are not always foolproof [73]. Some educators are reevaluating their assessment strategies and finding creative ways to incorporate such technologies, which is a step in the right direction [74]. For example, (a) rather than just simply asking students to write an essay, they may ask the students to watch a video and synthesize it; (b) rather than asking students to write code from scratch, students are provided partial code and they are required to update the code to meet specific requirements.…”

Comparing Student and Writing Instructor Perceptions of Academic Dishonesty When Collaborators Are Artificial Intelligence or Human

“…Conversely, studies have sought to examine instructor perceptions of AI, typically finding that instructors have a negative view of AI. In a questionnaire and interview study of 67 instructors who taught English as a foreign language, Mohammadkarimi (2023) found that these instructors were concerned about the negative possibilities of AIWTs:…”