References:
Ai, H. & Lu, X. (2013). A corpus-based comparison of syntactic complexity in NNS and NS university students’ writing. In A. Díaz-Negrillo, N. Ballier, & P. Thompson (eds.), Automatic Treatment and Analysis of Learner Corpus Data (pp. 249-264). Amsterdam/Philadelphia: John Benjamins.
Bardovi-Harlig, K.& Bofma,T.(1989).Attainment of syntactic and morphological accuracy by advanced language learners. Studies in Second Language Acquisition, 11, 17-34
Barkaoui, K(2024). Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks. Assessing Writing, 60, https://doi.org/10.1016/j.asw.2024.100827
Bulté, B. & Housen, A.(2012)Defining and operationalizing L2 complexity. In H. F. Kuiken & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp. 21-46). John Benjamins,
Chen, J. et al. (2024).Unraveling cognitive constraints in constrained languages:A comparative study of syntactic complexity in translated, EFL, and native varieties.Language Sciences.102. 101612.https://doi.org/10.1016/j.langsci.2024.101612
Eke, D.O.( 2023). ChatGPT and the rise of generative AI: Threat to academic integrity?Journal of Responsible Technology, 13, 100060 https://doi.org/10.1016/j.jrt.2023.100060
Gilson, A. et al. (2023) How does CHATGPT perform on the United States medical licensing examination? The implications of large language models for medical education and knowledge assessment. JMIR Medical Education, 9 (1) (2023), Article e45312, 10.2196/45312
Kim M., & Crossley, S (2018) Modeling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing.Assessing Writing, 37, 39-56.
Kyle, K. & Crossley, S.(2015). Automatically assessing lexical sophistication: Indices, tools, findings, and application. TESOL Quarterly, 49(4). 757-786.
Kyle,K. et al., (2018). The tool for the automatic analysis of lexical sophistication(TAALES): version 2.0. Behavior Research Methods, 50. 1030-1046.
Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4), 474-496.
Lu, X. (2011). A corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers’ language development. TESOL Quarterly, 45(1), 36-62.
Lu, X.& Ai, H. (2015). Syntactic complexity in college-level English writing: Differences among writers with diverse L1 backgrounds. Journal of Second Language Writing, 29, 16-27.
Norris, J.M. & Ortega, L. (2009).Towards an organic approach to investigating CAF in instructed SLA: The case of complexity.Applied Linguistics, 30, 555-578
Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing. Applied Linguistics, 24 (4), 492-518, 10.1093/applin/24.4.492
Ortega, L. (2012) Inter-Language Complexity: A Construct in Search of Theoretical Renewal. In: Kortmann, B. and Szmrecsanyi, B., Eds., Linguistic Complexity: Second Language Acquisition, Indigenization, Contact, De Gruyter, Berlin, 127-155.
Pallotti, G. (2009). CAF: Defining, refining and differentiating constructs. Applied Linguistics, 30 , 590-601
Pavlik, J.V. (2023). Collaborating with ChatGPT: considering the implications of generative artificial intelligence for journalism and media education.Journalism & Mass Communication Educator, 78(1):84-93, 10.1177/10776958221149577
Van Lier, L.(2000).From input to affordance: Social-interactive learning from an ecological perspective. In P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245-259). Oxford University Press, Oxford.
Van Lier, L.(2004).The ecology and semiotics of language learning: A sociocultural perspective. (pp.8-12) Kluwer Academic; Norwell, Boston, Dordrecht.
Wolfe-Quintero, K. et al.(1998). Second language development in writing: Measures of fluency, accuracy & complexity. Technical report, 17, Second Language Teaching & Curriculum Center, Hawaii.
Xu, Y. & Casal, J. (2023).Navigating complexity in plain English: A longitudinal analysis of syntactic and lexical complexity development in L2 legal writing. Journal of Second Language Writing. 62. 101059.https://doi.org/10.1016/j.jslw.2023.101059
Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024 Pp.124-137
DOI: https://dx.doi.org/10.24093/awej/ChatGPT.8
Tapping into the Pedagogical Potential of infinigoChatIC: Evidence from iWrite Scoring and Comments and Lu & Ai’s Linguistic Complexity Analyzer
Danping Dong
School of Foreign Languages, Yunnan University
2 Green Lake Road, 650000 Kunming, PRC
Abstract:
ChatGPT has drawn rapid interest among linguists and language teachers, with academics and industries rushing to tap into its potential. Yet the pedagogical potential of ChatGPT for L2 English writing remains to be further explored academically. This study aims to examine the effects of ChatGPT, or one of its Chinese versions called infinigoChatIC, in improving the quality of L2 writing and in facilitating the development of L2 proficiency among some postgraduate students learning an English reading and writing course in a prestigious university in Southwest China. Specifically, the main research questions focus on how infinigoChatIC-polished L2 English writings perform in comparison to L2 learner writings, and how the improvement of English writing is reflected in the changes of lexical and syntactic complexity, as evidenced by measured data and its pedagogical significance. A set of 24 English writings are collected as part of regular homework assignments, then this set of English writing is polished by the teacher researcher in the infinigoChatIC dialogue box with the prompt “please correct grammatical errors in the following English text so that it is grammatically accurate.” These two sets of writings are scored in iWrite automatic scoring system and then analyzed in Lu & Ai’s web-interfaced linguistic complexity analyzer. The study finds that infinigoChatIC can effectively improve the quality of L2 English writing, with lexical complexity vastly improved and yet surprisingly overall syntactic complexity slightly reduced. Pedagogical implications are discussed.
Cite as:
Dong, D. (2024). Tapping into the Pedagogical Potential of infinigoChatIC: Evidence from iWrite Scoring and Comments and Lu & Ai’s Linguistic Complexity Analyzer Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024: 124-137.
DOI: https://dx.doi.org/10.24093/awej/ChatGPT.8
References:
Ai, H. & Lu, X. (2013). A corpus-based comparison of syntactic complexity in NNS and NS university students’ writing. In A. Díaz-Negrillo, N. Ballier, & P. Thompson (eds.), Automatic Treatment and Analysis of Learner Corpus Data (pp. 249-264). Amsterdam/Philadelphia: John Benjamins.
Bardovi-Harlig, K.& Bofma,T.(1989).Attainment of syntactic and morphological accuracy by advanced language learners. Studies in Second Language Acquisition, 11, 17-34
Barkaoui, K(2024). Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks. Assessing Writing, 60, https://doi.org/10.1016/j.asw.2024.100827
Bulté, B. & Housen, A.(2012)Defining and operationalizing L2 complexity. In H. F. Kuiken & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp. 21-46). John Benjamins,
Chen, J. et al. (2024).Unraveling cognitive constraints in constrained languages:A comparative study of syntactic complexity in translated, EFL, and native varieties.Language Sciences.102. 101612.https://doi.org/10.1016/j.langsci.2024.101612
Eke, D.O.( 2023). ChatGPT and the rise of generative AI: Threat to academic integrity?Journal of Responsible Technology, 13, 100060 https://doi.org/10.1016/j.jrt.2023.100060
Gilson, A. et al. (2023) How does CHATGPT perform on the United States medical licensing examination? The implications of large language models for medical education and knowledge assessment. JMIR Medical Education, 9 (1) (2023), Article e45312, 10.2196/45312
Kim M., & Crossley, S (2018) Modeling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing.Assessing Writing, 37, 39-56.
Kyle, K. & Crossley, S.(2015). Automatically assessing lexical sophistication: Indices, tools, findings, and application. TESOL Quarterly, 49(4). 757-786.
Kyle,K. et al., (2018). The tool for the automatic analysis of lexical sophistication(TAALES): version 2.0. Behavior Research Methods, 50. 1030-1046.
Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4), 474-496.
Lu, X. (2011). A corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers’ language development. TESOL Quarterly, 45(1), 36-62.
Lu, X.& Ai, H. (2015). Syntactic complexity in college-level English writing: Differences among writers with diverse L1 backgrounds. Journal of Second Language Writing, 29, 16-27.
Norris, J.M. & Ortega, L. (2009).Towards an organic approach to investigating CAF in instructed SLA: The case of complexity.Applied Linguistics, 30, 555-578
Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing. Applied Linguistics, 24 (4), 492-518, 10.1093/applin/24.4.492
Ortega, L. (2012) Inter-Language Complexity: A Construct in Search of Theoretical Renewal. In: Kortmann, B. and Szmrecsanyi, B., Eds., Linguistic Complexity: Second Language Acquisition, Indigenization, Contact, De Gruyter, Berlin, 127-155.
Pallotti, G. (2009). CAF: Defining, refining and differentiating constructs. Applied Linguistics, 30 , 590-601
Pavlik, J.V. (2023). Collaborating with ChatGPT: considering the implications of generative artificial intelligence for journalism and media education.Journalism & Mass Communication Educator, 78(1):84-93, 10.1177/10776958221149577
Van Lier, L.(2000).From input to affordance: Social-interactive learning from an ecological perspective. In P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245-259). Oxford University Press, Oxford.
Van Lier, L.(2004).The ecology and semiotics of language learning: A sociocultural perspective. (pp.8-12) Kluwer Academic; Norwell, Boston, Dordrecht.
Wolfe-Quintero, K. et al.(1998). Second language development in writing: Measures of fluency, accuracy & complexity. Technical report, 17, Second Language Teaching & Curriculum Center, Hawaii.
Xu, Y. & Casal, J. (2023).Navigating complexity in plain English: A longitudinal analysis of syntactic and lexical complexity development in L2 legal writing. Journal of Second Language Writing. 62. 101059.https://doi.org/10.1016/j.jslw.2023.101059
Danping Dong, Master of English Language and Literature, is a lecturer at the School of Foreign Languages at Yunnan University, PRC, where she teaches English reading and writing courses, English listening and speaking courses, and English for International Academic Conferences to students pursuing a master’s or a doctor’s degree.
ORCID: https://orcid.org/0009-0009-2724-0921