探索学生写作中的人工智能生成文本：AI如何提供帮助？
Exploring AI-Generated Text in Student Writing: How Does AI Help?
AI总结：
本研究通过分析23名香港中学生的AI辅助故事写作，发现人类与AI生成词数均显著影响评分，且AI生成文本对高低分学生的写作质量均有提升作用，为EFL写作教学和NLG工具设计提供依据。
摘要：
英语作为外语（EFL）学生使用人工智能（AI）自然语言生成（NLG）工具生成的文本可能会提高他们的写作质量。然而，目前仍不清楚这些学生写作中的人工智能生成文本在多大程度上可能带来更高质量的写作。我们探究了23名香港中学生在写作故事时结合自己语言和AI生成文本的尝试。人类专家从内容、语言和组织三个维度对故事进行评分。我们分析了故事中AI生成文本的基本组织结构以及句法复杂度，并进行了多元线性回归和聚类分析。结果显示，人类撰写的单词数量和AI生成的单词数量对得分有显著贡献。此外，学生可以被分为能力较强和能力较弱的写作者，与同龄人相比，他们分别使用更多或更少的AI生成文本。聚类比较揭示了AI生成文本在提高高分学生和低分学生写作质量方面具有一定益处。这些发现可以为利用AI生成文本促进EFL学生写作以及解决数字鸿沟问题的教学策略提供参考。本研究为在学校中实施AI生成文本的NLG工具设计和写作活动做出了贡献。
英文摘要：
English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
