TELSIG AI Lightning Talks (part 2)

Running order and abstracts

GenAI in academic writing and common ethical concerns. Wenzhou Li from Xi'an Jiaotong Liverpool University

This session explores the role of Generative AI (GenAI) in academic writing, focusing on its impact and ethical concerns. It will discuss findings from L2 (second language) college students' use of GenAI in their English for Academic Purposes (EAP) coursework. Practical ethical challenges will be addressed. Finally, the presentation will propose an ethical framework from a faculty perspective, aiming to guide responsible GenAI use among L2 students while supporting their language development and academic integrity.

AI assisted assessment design. Jing Zhu & Hongjuan Yu from Xi'an Jiaotong Liverpool University

Using AI to design reading assessments offers an innovative approach to personalized education, with many benefits but also some challenges. By utilizing AI tools, we were able to generate reading comprehension questions tailored to different student levels quickly and efficiently. AI’s ability to automate tasks like creating questions and analyzing text complexity saved time and ensured assessments were adaptable. However, we faced challenges, such as ensuring AI-generated questions accurately captured the nuances of the reading material. Despite these obstacles, the benefits far outweighed the difficulties, and we believe AI holds great promise for the future of educational assessment design.

Rap it Up with AI: A Musical Mashup. Dr. Cherry Mathew Philipose from Shiv Nadar University Chennai

In this talk I would like to outline how ChatGPT was used to write lyrics which were then given music by Suno, an AI music creator. This exercise was extended into a classroom activity where learners explored their friendships.

Using AI to give students feedback. Peter Davidson from Zayed University

AI is really good at giving students feedback on their written work. Way better than me in fact. In this talk I will briefly outline how to engineer a good prompt in order for AI to generate useful feedback for students. I will also outline how I meet with students to discuss the feedback that AI has generated for them, and help them decide what to with this feedback. I will also briefly discuss how my students use AI as their own personal writing assistant.

Using AI to build interactive peer feedback. Yuxin (Katherine) Chen from Xi'an Jiaotong Liverpool University

In academic writing lessons, feedback is deemed essential because teachers can monitor and diagnose students’ mistakes while learners can see their progress. With limited time, if more writing practice was to be given, learner independence in self-editing skills should be cultivated. Regardless, many students put more value on teacher feedback than peers because teachers tend to make more constructive suggestions. With the latest AI assistance, students can conduct a more efficient peer feedback process with explicit instructions. This may boost their confidence in providing feedback and lift the ‘guilt’ of criticizing peer’s work. Compared to the teacher’s feedback, students can also break down the feedback into different aspects with tailor-made focus for different individuals. This lightning talk will share a few practices I have been using in class to facilitate a more interactive and engaging peer feedback process.