A comparative study of pragmatic performance of internal modification in continuation tasks of online reviews: Generative AI versus EFL learners

IF 8 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2026-02-01 Epub Date: 2025-11-20 DOI:10.1016/j.system.2025.103929

Hua Cai, Wei Ren

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引用次数: 0

Abstract

Recent advances in Artificial Intelligence (AI) and Large Language Models (LLMs) have underscored their potential in second language (L2) pragmatics instruction. This study conducts a comparative analysis of 40 ChatGPT-generated and 40 Chinese EFL learner-produced online continuation reviews, systematically examining pragmatic internal modification across emotional valences. The findings reveal that: 1) In positive reviews, ChatGPT demonstrated superior diversity of lexical intensifiers and appropriate punctuation usage, whereas learners exhibited greater contextual sensitivity in modulating punctuation emphasis across different levels of emotion; 2) In negative reviews, ChatGPT displayed stronger command of genre-specific modality hedges and understaters, but lagged in flexibility in syntactic negating device; 3) Valence effects were stronger on ChatGPT's modification choices compared to EFL learners, suggesting GenAI's priority to predictability and safety and learners' emphasis on authenticity and adaptability. These findings not only enhance our understanding of LLM's pragmatic production capability with regard to internal modification but also propose a tripartite integration framework for ChatGPT in L2 pragmatics instruction: as a pragmatic input facilitator, automated feedback provider, and conversational tutor.

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在线评论延续任务中内部修改语用表现的比较研究：生成人工智能与英语学习者

人工智能（AI）和大型语言模型（llm）的最新进展强调了它们在第二语言（L2）语用学教学中的潜力。本研究对40篇chatgpt生成的在线续语评论和40篇中国英语学习者生成的在线续语评论进行了比较分析，系统地考察了跨情绪效价的语用内部修正。结果表明：1)在积极评价中，ChatGPT在词汇强化语和标点符号使用方面表现出了更强的多样性，而学习者在不同情绪水平下调节标点强调的语境敏感性更强；2)在差评中，ChatGPT对特定体裁的情态模糊限制语和低估语的掌握程度较强，但句法否定手段的灵活性较差；(3)与英语学习者相比，英语学习者的修饰选择的效价效应更强，表明英语学习者更重视可预测性和安全性，而英语学习者更重视真实性和适应性。这些发现不仅增强了我们对法学硕士内部修改的语用生产能力的理解，而且为ChatGPT在第二语言语用教学中提出了一个三方整合框架：作为语用输入促进者、自动反馈提供者和会话导师。

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

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.