AI辅助写作对英语水平不同的学生影响不同，高分者受益更明显。
Approaching the Limits to EFL Writing Enhancement with AI-generated Text and Diverse Learners
- 分析59名中学生与AI文本互动模式，发现总字数是写作质量关键
- 高成就学生用AI提升效果更显著，低成就者效果有限
- 提醒教师需关注AI素养与教学设计，避免差距扩大
生成式人工智能聊天机器人（如ChatGPT）正在改变英语作为外语（EFL）学生的写作方式，学生可结合自身表达与AI生成内容完成写作。本研究考察了59名香港中学生在撰写特写文章时，如何与AI生成文本互动，探究是否存在特定互动模式能提升文章整体质量。通过内容分析、多元线性回归和聚类分析发现，文章总字数（无论由人类或AI生成）是写作质量的主要预测因子。然而，这一影响因学生独立写作能力而异，例如准确连贯使用自编语言的能力，以及遵循特定人机协作模式的能力。因此，尽管融合人与AI文本的写作将在EFL课堂日益普遍，若缺乏教育者对写作教学法与AI素养的关注，高成就学生将比低成就学生获得更大收益。
原文摘要 · Abstract (English)
Generative artificial intelligence (AI) chatbots, such as ChatGPT, are reshaping how English as a foreign language (EFL) students write since students can compose texts by integrating their own words with AI-generated text. This study investigated how 59 Hong Kong secondary school students with varying levels of academic achievement interacted with AI-generated text to compose a feature article, exploring whether any interaction patterns benefited the overall quality of the article. Through content analysis, multiple linear regression and cluster analysis, we found the overall number of words -- whether AI- or human-generated -- is the main predictor of writing quality. However, the impact varies by students' competence to write independently, for instance, by using their own words accurately and coherently to compose a text, and to follow specific interaction patterns with AI-generated text. Therefore, although composing texts with human words and AI-generated text may become prevalent in EFL writing classrooms, without educators' careful attention to EFL writing pedagogy and AI literacy, high-achieving students stand to benefit more from using AI-generated text than low-achieving students.
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