Critiquing ChatGPT Compositions: Collaborative Annotation as an Approach to Enhancing Students' Metalinguistic Awareness of AI-Generated Writing

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Dettagli Bibliografici
Pubblicato in:	Thresholds in Education vol. 48, no. 1 (2025), p. 7
Autore principale:	Li, Ruth
Pubblicazione:	Academy for Educational Studies
Soggetti:	Artificial Intelligence Technology Uses in Education Computer Assisted Instruction Writing Instruction Writing (Composition) Documentation Metalinguistics Collaborative Writing Evaluative Thinking Essays Writing Evaluation Critical Thinking Feedback (Response) Algorithms Social Media
Accesso online:	Citation/Abstract Full text outside of ProQuest
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Descrizione
Abstract:	In this article, I introduce a collaborative annotation activity that supports students in critically examining AI-generated writing in relation to criteria including specificity and complexity. I engage students in collaboratively annotating the AI-generated essays, guiding students to identify instances in which the essays could be more specific--clearly defined or identified--and complex--considering various perspectives or aspects of an issue. I then immerse students in reflecting on how the essays could be revised to be more specific and complex. I posit that this exercise sharpens students' metalinguistic awareness of AI writing. By attending closely to AI-generated essays, students critically interrogate AI writing and invite the construction of more nuanced, complicated ideas. Moreover, this exercise enhances students' agency, recasting the learning process as a collaborative, dynamic endeavor that fosters dialogic interactions between humans and AI writers. Ultimately, I open pathways toward more accessible approaches to supporting students' critical engagements with AI.
ISSN:	0196-9641
Fonte:	ERIC