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Nowadays, technology is required in the learning process. The integration
of technology in a classroom shows that there is a transformation in
the pattern of learning. This is in line with the educational development
process in Indonesia, which follows the development of the era. Asides,
students‘ learning necessities become an influential factor. Several
technological-based learning tools come along with the transformation,
including artificial intelligence (AI). AI is an
intelligent system design which could mimic humans‘ work in the form of automatisation
of digital media (Clark, 2020). People’s
responses towards AI could be classified into three parts, which are sceptical,
flat, and supporting (Tegmark, 2017). The sceptical group
acknowledge AI's existence, yet they are pessimistic about its implementation
of it. The flat group tends to welcome AI, yet they must adapt to the
technology. The supporting group of AI are the most active in exploring its
potential, conducting an experiment, and practising its implementation with
several further evaluations.
Some issues arise with the emergence of AI,
including how the automatisation system offered in the learning process will
shift teachers’ roles. This assumption is wrong if we see teachers’ pedagogical
skills and experiences, the students’ learning necessities, and the role of
teachers in providing contextual and social guidance to their students (Holmes,
2019). The other issue related to (1) AI is the additional costs required to
access and subscribe the technology, (2) people deem it not humanistic since the
technology views students as having the same characteristics (homogenous), (3) limiting
physical or psychomotor activities, (4) making the students more addicted to
staying in front of the screen, and (5) being temporarily viral, especially
with the existence of the sensational ChatGPT. The growing responses and issues
on technology make AI a dystopia in learning. Is it true?
The Implementation of AI in
Teaching Writing
Although AI is or is not welcomed by
the community, it is pervasively used in all learning contexts, including
language teaching. AI becomes a learning tool based on natural language
processing, speech recognition, computer-aided language learning, games,
translation, and intelligent agent (Pokrivcakova,
2019; Ali, 2020). Some researches show that
AI helps in building a learning environment which complies with modernity, improving the engagement with the students, and
providing flexibility in learning (Pikhart, 2020; UNESCO IITE, 2020; Miller,
2021). AI has different forms, including various applications.
The implementation of AI’s integration in
learning, especially in teaching writing, could be done by using different
applications, such as AI Writer, Smodin,
Eskritor, Grammarly, AI Kaku, Poem Generator, Plot Generator, etc. Fitria (2021) recommends that the students can use Grammarly since it
helps them in proofreading, starting from the spelling, sentence structure, to
the grammar of the texts. Yet, the free version of Grammarly has limited
features. Plot Generator offers the students different plots of short stories that could help them
in comprehending the theoretical concepts in writing, getting through the
writing process, and helping them in checking the grammar and vocabularies
written in their texts (Sumakul, 2022). Other researches‘ in-depth analysis
states that AI is a tool. Hence, teachers is the determining factors in
the design of AI utilization in teaching writing. In this case, Utami (2023)
mentions that the use of AI writing tools helps the
students in writing academic texts, especially in planning and writing phase. Besides, AI writing tools are deemed having
flexible accessibility, yet their accuracy and high plagiarism rates should be
taken into further account.
From the researches above, the features offered by AI in learning can help the students in learning how to write, despite not being able to help them comprehensively. Teachers are still highly required, especially in strengthening students’ writing competence and giving them systematic feedback. The writing skills should be strengthened, and AI can be used as a supporting tool in learning. Besides, Kleiman (2023) suggests on the use of SPACE framework for the integration of AI in teaching writing. The framework is explained in further details as follows. Set - Setting the objective in writing. Prompt - Prompting AI to produce the required outcome. Asses - Assessing the accuracy, comprehension, bias, and writing quality. Specifically, we cannot trust and depend on AI 100%. To say the least, AI could help us in producing alternative texts which could be use in the next phase of writing. Curate - Curating the produced texts offered or made by AI and deciding the proportion of use in percentage as required. Edit - Editing the AI-produced texts with human power to ensure that the final product is the a good quality text. Hence, we should understand the limited ability of AI in the writing process.
From the discussion, the initial synthesis
should affirm that AI gives positive impact in teaching writing, yet it
requires a good pedagogical design based on the learning necessities and
objectives. In its use, teachers and students are not expected to be trapped on
its novelty. Apart from that, we should be strongly resistant that we do not
use AI for an instant and forced objective. In this case, the use of AI should
not be based on a rushed decision due to its fast development. We should be
evaluative to AI by auditing the use of AI in assisting students in learning
how to write. In the end, the decision on deeming AI a utopia or dystopia is
based on our volition as the user. Trying not to be passive with AI’s
development is still in line with understanding that AI’s existence will become
mainstream later on.
References
Ali, Z. (2020). Artificial intelligence (AI): A
review of its uses in language teaching and learning. IOP Conference Series:
Materials Science and Engineering, 769. IOP Publishing. https://doi.org/10.1088/1757-899X/769/1/012043.
Clark, D. (2020). Artificial
intelligence for learning: How to use AI to support employee development. London: Kogan Page.
Fitria, T. (2021). Grammarly as AI-powered english
writing assistant: Students’ alternative for writing english. Metathesis:
Journal of English Language, Literature, and Teaching, 5(1), 65-78. http://dx.doi.org/10.31002/metathesis.v5i1.3519.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artıfıcıal ıntellıgence ın educatıon: Promıses and ımplıcatıons for teachıng and learnıng. Massachusetts: Center for Curriculum Redesign.
Kleiman, G. M. (2023). Teaching students to write with AI: The SPACE framework. https://medium.com/@glenn_kleiman/teaching-students-to-write-with-ai-the-space-framework-f10003ec48bc.
Miller, L & Wu, J. G. (2021). Language
learning with technology: Perspectives from Asia. Singapore: Springer. https://doi.org/10.1007/978-981-16-2697-5.
Pikhart, M. (2020). Intelligent information
processing for language education: The use of artificial intelligence in
language learning apps. Procedia Computer Science, 176,
1412–1419. https://doi.org/10.1016/j.procs.2020.09.151.
Pokrivcakova, S. (2019). Preparing teachers for the
application of AI-powered technologies in foreign language education. Journal
of Language and Cultural Education, 7(3). 135-153. https://doi.org/10.2478/jolace-2019-0025.
Sumakul, D.
T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Students’ perceptions of the
use of AI in a writing class. Proceedings of the 67th TEFLIN International
Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021), 52-57. https://doi.org/10.2991/assehr.k.220201.009.
Tegmark, M. (2017). Life 3.0: Being human in the age of artificial
intelligence. New
York: Knopf.
UNESCO IITE. (2020). AI in education: Change at the speed of learning. UNESCO IITE Policy Brief. Author: Steven Duggan. Editor: Svetlana Knyazeva.
Utami, S. P. T., Andayani, Winarni, R., & Sumarwati (2023). Utilization of artificial intelligence technologi in an academic writing class: How do Indonesian students perceive?. Contemporary Educational Technology, 15(4), ep450. https://doi.org/10.30935/cedtech/13419.
*Published LINGO, Vol 4(2) Oct 2024
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