Artificial Intelligence for Academic Purposes (AIAP): Integrating AI literacy into an EAP module

IF 3.2 1区文学 Q1 LINGUISTICS

English for Specific Purposes Pub Date : 2024-09-30 DOI:10.1016/j.esp.2024.09.001

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引用次数: 0

Abstract

With the rise of generative AI (GenAI) tools such as ChatGPT and their growing relevance in academic contexts, the need for AI literacy has become imperative, particularly for international students in EAP programs. The study addresses the gap in practical guidance for incorporating AI literacy by developing and implementing a 10-week AI-integrated EAP module at a pathway college in Scotland based on a novel framework termed AI for Academic Purposes (AIAP). Utilising a mixed-methods approach, the research investigates the impact of this module on international students' attitudes, confidence, and purposes of using AI tools. Results of this study indicate significant improvements in students' ability to critically evaluate GenAI output, confidence in using a greater variety of AI tools, understanding of ethical AI use, and an expansion in the purposes for which students use AI tools. The integration of AI literacy with traditional EAP skills was found to meet students' academic needs effectively. This study provides a replicable model for integrating AI literacy into EAP courses, offering a holistic educational approach that aligns technological proficiency with ethical awareness.

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学术用途人工智能（AIAP）：将人工智能扫盲纳入 EAP 模块

随着 ChatGPT 等生成式人工智能（GenAI）工具的兴起及其在学术环境中日益增长的相关性，对人工智能素养的需求已变得势在必行，尤其是对于参加 EAP 课程的留学生而言。本研究在苏格兰一所路径学院开发并实施了一个为期 10 周的人工智能整合 EAP 模块，该模块基于一个名为 "学术目的人工智能（AIAP）"的新颖框架，从而弥补了人工智能扫盲实践指导方面的不足。本研究采用混合方法，调查了该模块对留学生使用人工智能工具的态度、信心和目的的影响。研究结果表明，学生批判性评估 GenAI 输出的能力、使用更多人工智能工具的信心、对人工智能使用道德的理解以及使用人工智能工具的目的都有了显著提高。研究发现，将人工智能素养与传统的 EAP 技能相结合能有效满足学生的学术需求。这项研究为将人工智能素养融入 EAP 课程提供了一个可复制的模式，提供了一种将技术能力与道德意识相结合的整体教育方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

English for Specific Purposes LINGUISTICS-

CiteScore

5.70

自引率

8.00%

发文量

审稿时长

62 days

期刊介绍： English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.