From Barriers to Bridges:
Generative AI for ESL Students in Christian Higher Education by Yvonne Ho, MA, ESL,
UCLA
Absract:
This study explores the potential of artificial intelligence (AI) to bridge the
language gap for English as a Second Language (ESL) students in Christian
universities. By taking advantage of AI-driven technologies, this research aims
to develop innovative language learning tools and strategies that cater to the
unique needs and cultural backgrounds of ESL students within a faith-based
educational context. The study will investigate how AI can personalize language
instruction, provide real-time feedback, and enhance intercultural
communication skills. This research will examine the ethical implications of AI
in language education and explore ways to ensure that AI-powered tools align
with the values and mission of Christian institutions. The findings of this
study have the potential to revolutionize language learning for ESL students,
fostering academic success, cultural integration, and spiritual growth within
Christian university communities. (Ho, 2024)
Introduction: Background
and Significance
In Christian
universities, English as a Second Language (ESL) students face a unique set of
challenges. Language barriers often hinder their academic success and social
integration, while cultural adjustments can make it difficult to feel connected
to their new environments (Lessard-Clouston, 2015). These students must not
only master the English language but also navigate a new academic system and
build relationships in a community with different cultural norms. For these
reasons, supporting ESL students requires thoughtful strategies that go beyond
traditional language instruction. One promising solution is the integration of
Artificial Intelligence (AI) into language learning, which can offer
personalized, scalable, and flexible tools to help students overcome these
obstacles).
AI-driven language
learning tools can provide ESL students with targeted support, enabling them to
practice language skills at their own pace and receive real-time feedback.
These tools can be tailored to individual learning styles and needs, making
them a valuable resource for students who may struggle in traditional classroom
settings (Li, 2016). Furthermore, AI technologies align with the Christian
values of inclusivity, compassion, and service by providing equitable
educational opportunities for all students, regardless of their linguistic or
cultural backgrounds. By fostering an environment where ESL students can thrive
academically and socially, AI supports the mission of Christian universities to
promote love, respect, and mutual understanding.
The objective of this
paper is to explore the potential benefits of AI-driven language learning tools
for ESL students in Christian universities. By examining current research and
the integration of AI with Christian educational values, this paper will demonstrate
how AI can enhance both language acquisition and the broader academic
experience for ESL students. The thesis is that AI technologies can play a
crucial role in addressing the unique challenges faced by ESL students while
fostering an inclusive and compassionate learning environment. (Ho, 2024)
II. Challenges Faced by
ESL Students in Christian Universities
ESL students in Christian
universities often face significant language barriers that affect their
comprehension and communication. Limited proficiency in English can make it
difficult for students to participate in class discussions, write academic
papers, and fully engage with course materials (Lessard-Clouston, 2015). This
challenge is compounded by the specific academic writing demands of Christian
universities, where students are expected to not only understand complex
theological concepts but also express them clearly in English. Academic writing
problems such as grammatical errors, limited vocabulary, and difficulties with
syntactical structures are common challenges for ESL students in higher
education.
Cultural adjustment is
another challenge, as ESL students may find it difficult to navigate the norms
and expectations of a faith-based educational setting. Christian universities
often emphasize values and practices that may be unfamiliar to students from
diverse cultural or religious backgrounds. Balancing their own cultural
identities with the religious and cultural norms of the university community
can create a sense of isolation or confusion. Li (2016) reports on interactions
between Chinese international students and faculty members at faith-based
universities, which highlights how cultural adjustment challenges are common in
such settings.
Access to resources is
also a critical issue for ESL students in Christian universities. While some
universities offer general language assistance, it may not be enough to address
the unique needs of students struggling with both language and cultural adjustment.
The lack of such tailored resources can leave ESL students feeling unsupported,
making it harder for them to succeed academically and integrate into the
university community (TESOL Ministry, n.d.; Wheaton College, n.d.). Many ESL
students hesitate to participate in class discussions, fearing judgment from
peers or the possibility of being misunderstood. This reluctance can lead to
feelings of isolation and a lack of full integration into the learning
community (OnTESOL, n.d.; Neville, n.d.).
Addressing these language
barriers is crucial for fostering an equitable and supportive environment where
ESL students can thrive academically and spiritually (LSE, 2022; Cleveland
State University, n.d.).AT LAPU, the demographic for the common student is a
female Hispanic of 29 years. An LAPU student is a non-traditional adult student
who is raising children, paying a mortgage and has a full time job all at the
same time. Some students are single parents. Many LAPU students are the first
in their family to graduate from college. The most common ESL language is
Spanish. As a teacher of ENGL 101, Prof. Ho has students who may not know how
to write a sentence, a paragraph or know how to put together an academic essay.
Students have the hardest time writing their essay in third person case. Some
students struggle in writing because their first language is not English, but
is Spanish. (Ho, 2024)
Many LAPU students who
are ESL and speak Spanish as their first language disclose in their
introductions the difficulties they faced in English writing. They mention in
their introduction how when taking ESL/English in high school, they remember
all the red marks of grammar errors, punctuation errors, sentence structure
errors and essay structure errors. When a Spanish speaking student writes an
essay, the make ESL Spanish mistakes. For instance, in Spanish, the subject is
often missing from a sentence. Example: “Is a good house” or “is a good person. Because in Spanish
these sentences are correct. For Spanish speaking ESL students, I often have to
correct these ESL students by telling them that in English we always start the
sentence with the noun/subject. Many ESL students, not just the Spanish
speaking students disclose that they are nervous taking English and writing in
English because English is not their first language. They are nervous to write
essay, and they are nervous to talk to the teacher because they are too
conscious of their English mistakes when speaking or writing. (Ho, 2024)
III. AI Solutions for ESL
Students in Christian Universities
AI helps ESL students
with grammar, essay structure, sentence structure, and vocabulary expansion
(Kim, 2019). Writing is an essential skill that plays a crucial role in
communication, education, and career success. However, for non-native speakers,
mastering a new language and improving their grammar skills can be a daunting
task. Thankfully, with advancements in technology, AI writing tools have
emerged as a valuable resource to support language learners in their journey
towards becoming more proficient writers
One of the primary
benefits of AI is their ability to provide instant grammar and spelling
assistance. Non-native speakers often struggle with the complex rules and
exceptions of a foreign language, making it challenging to write error free
content.AI writing tools, such as Grammarly and Hemingway Editor, analyze the
text for grammatical errors, punctuation mistakes, and spelling errors,
allowing users to identify and correct their mistakes efficiently. For
instance, if a non-native English speaker is unsure about the correct usage of
articles or prepositions, these AI tools can detect and suggest the appropriate
changes, ensuring that the writing is clear and precise. For ESL students, it
is difficult for them to know when to use articles. They don’t know the
difference between, “I am going home’ vs “I am going to the home’. To American
ears, if an ESL student says, “I am going to the home”, this means that the
American is going to a nursing home perhaps to visit an elderly parent, or to
take care of an elderly parent, or they themselves are too old and are being
sent to a nursing home vs “I am going home” which simply means that the
American is returning to his own house.
To ESL ears, these phrases sound exactly alike. AI can then explain the
difference to the ESL student thus giving the ESL student equity in the online
classroom. (Ho, 2024)
Building a rich
vocabulary is crucial for effective writing. However, non-native speakers may
lack the extensive word knowledge necessary to express their ideas eloquently.
AI writing tools can come to the rescue by offering vocabulary enhancement
features (Kim, 2019). These tools suggest alternative words or phrases to help
diversify and enrich the language used in a text. By providing synonyms or
offering context-based vocabulary suggestions, AI writing tools empower
non-native speakers to expand their lexicon and improve the overall quality of
their writing. This not only enhances their ability to convey their thoughts
accurately but also adds depth and sophistication to their writing style.
Writing in a foreign
language may pose challenges in terms of maintaining an appropriate style and
tone. AI writing tools assist non-native speakers by providing guidance on the
style and tone of their writing. For instance, some tools can detect overly complex
sentences and suggest simplifications to make the content more readable
(AIContentfy, 2023). AI tools can analyze the tone of the text, ensuring that
it aligns with the intended audience or purpose (Sharma, 2024). By offering
real-time feedback and suggestions, these tools enable non-native speakers to
develop a more authentic and coherent writing style (Pepper Content, 2024). ESL
students tell Prof. Ho that they love sounding more like a ‘native speaker of
English’ when they write in the forums or write their essays thanks to AI. Writing
in different contexts requires a certain level of customization to effectively
communicate ideas and messages. This is especially crucial for non-native
speakers who are learning to improve their writing skills. AI writing tools
have stepped in to assist in this process, providing valuable resources and
guidance to tailor writing to specific contexts. (Ho, 2024)
Different writing
contexts require different tones and styles. Whether it's a professional
report, a persuasive essay, or a creative piece, AI writing tools can assist in
adapting the tone and style to match the intended audience and purpose (Musely,
2024). For example, if a non-native speaker is writing a business letter, the
tool can help refine the tone to sound more professional and suggest
appropriate business phrases (Grammarly, 2024). On the other hand, if the same
writer is composing a personal blog post, the tool can assist in adopting a
more conversational and engaging style (PublishingState, 2024). By adjusting
which tone the student wants the AI to use, the ESL student can write a casual
persuasive email to American friends or peers, or he can prompt the AI to write
an authoritative formal email for an American boss or put an academic essay for
a teacher into third person case for a more professional tone (Harvard
University, 2024).Prof. Ho is always telling her students that one way to put
their essays into 3rd person case is by using AI. (Ho, 2024)
AI has the potential to
significantly transform ESL language learning by offering personalized
instruction, real-time feedback, and opportunities for enhanced intercultural
communication. Personalized language instruction is one of the key ways AI
addresses the varying needs of ESL students. Adaptive learning platforms
powered by AI can customize lessons based on a student's proficiency level,
learning pace, and specific challenges (Raisspour, 2024). For example, AI tools
such as Duolingo or Babbel tailor lessons by assessing a learner's performance
and adjusting the difficulty accordingly (Shinde, 2024). This personalized
approach ensures that students receive the right level of instruction,
preventing frustration from material that is too difficult or too easy, which
can hinder progress (Gligorea et al., 2023).. (Ho, 2024)
In addition to
personalized instruction, AI can provide real-time feedback that is crucial for
improving language skills. AI tools like ChatGPT allow students to receive
immediate feedback on their grammar, tone, and structure as they compose
sentences (Kim, 2019). For instance, students can ask ChatGPT for suggestions
on how to improve a written paragraph or for clarification on grammar rules.
This instantaneous feedback enables students to learn from their mistakes in
real time, reinforcing correct language use and improving fluency. AI can analyze written or spoken language,
providing corrections that would otherwise require human intervention, ensuring
that students continuously improve their skills without delay.
AI-powered interactive
chatbots offer valuable conversational practice, which is essential for
developing fluency in a second language. These chatbots simulate real-life
conversations, helping students practice speaking and writing in English. For
example, tools like Replika or HelloTalk allow ESL learners to engage in
conversations with AI-powered bots or even with native speakers (Geeky Gadgets,
2023;). These platforms can reinforce language skills by providing instant
corrections and suggestions that promote accuracy in speech and writing
(Langoly, 2023; Talkpal, 2024). By interacting with these chatbots, students
gain confidence and practice language usage in a stress-free environment, which
can be particularly helpful for those who may feel anxious about speaking in
front of others (Gökçearslan, Tosun, & Erdemir, 2024).AI also plays a key
role in enhancing intercultural communication, an essential aspect of ESL
learning.
AI-enabled language
exchange platforms can connect ESL students with native speakers, providing
opportunities for authentic language practice and cultural exchange. Platforms
like Tandem or Speaky allow learners to practice English with native speakers from
around the world, breaking down language barriers and fostering mutual
understanding (Tandem, 2024; Speaky, 2024). These exchanges not only help
students improve their language skills but also enhance their cultural
awareness by exposing them to different ways of life, communication styles, and
social norms (Lingua Learn, 2023). This interaction helps students bridge
cultural gaps and build relationships that support their learning journey
(Chapman University, 2024).In the classroom setting, AI tools can be integrated
to foster cross-cultural understanding among ESL students. Teachers can use
AI-powered tools to create simulations or role-playing exercises that mimic
real-world interactions. For instance, AI-driven platforms like Google
Translate can assist students in overcoming language barriers during group
projects or class discussions (Teachfloor, 2024). By providing accurate
translations and explanations, these tools allow students from different
cultural backgrounds to collaborate effectively and engage in meaningful
dialogue (Talkpal, 2024). The use of AI in this context not only helps students
improve their language skills but also promotes inclusivity and respect for
cultural diversity in the classroom (IDRA, 2024).
AI solutions for ESL
language learning are already proving to be highly effective in providing
personalized instruction, real-time feedback, and opportunities for
intercultural communication. By leveraging the power of AI, ESL students can
receive tailored lessons that meet their individual needs, practice language
skills in real-time, and connect with native speakers to enhance their cultural
understanding. Tools like Duolingo, ChatGPT, Tandem, and Replika are just a few
examples of how AI is reshaping the landscape of language learning, offering
practical solutions to the challenges faced by ESL learners and promoting
greater inclusivity in educational environments (Lessard-Clouston, 2015).
The Use of Spark, the
Virtual Assistant at LAPU
Los Angeles Pacific
University (LAPU) is a fully online university that serves a diverse community
of learners, including many nontraditional students. As part of LAPU's
commitment to "radically student-centered learning," the university
recently piloted and launched a new AI course assistant powered by Nectir AI to
personalize student learning. (LAPU Website)
LAPU piloted their AI course assistant in general education courses and a Bible
course throughout the 2023-24 academic year. The AI course assistant was
designed to utilize the Socratic method, supporting students without supplying
their work for them. Throughout the pilot, the AI course
assistant contributed to significant differences in grade outcomes and
motivation to learn, as well as a moderate effect on self-efficacy. (LAPU
Website)
After the successful pilot, LAPU's Digital Learning Solutions team prepared the
AI course assistant to launch in all courses for the summer 2024 semester. The
AI course assistant, named Spark, was trained on materials appropriate for each
of the 99 courses offered. In the first semester of full implementation, the
average GPA of students who used Spark was 3.27, while those who did not
utilize Spark averaged a GPA of 3.04. Notably, Spark's usage also did not spike
immediately before an assignment or discussion was due, indicating that
students were using Spark for learning support, not attempting to have the AI
do the assigned work for them. (LAPU Website)
At LAPU, each LAPU class
is outfitted with its own chatbot, virtual teaching assistant called
Spark. Spark AI is trained on each
class’ syllabus, textbook, lectures of that class. The ENGL 101 Spark is not
the same as the ENGL 105 Spark. Each one is unique to each class. If an ESL
student has an elementary knowledge of English, the AI can adapt its English
level to the student personalizing the learning experience to the reading,
writing and English level of each student.
Spark can help students revise their essay, brainstorm ideas, and
explain complex grammar topics. If an
ESL student needs an explanation of a complex topic in Spanish, AI can explain
that complex topic in Spanish. ESL students are often afraid to ask the teacher
because they may not have enough English to ask the question, the beauty of AI
is that it never judges or laughs at a students’ lack of knowledge or a
student’s lack of English creating a safe space for ESL students to go to. (LAPU
Website)(Ho, 2024)
What’s great about Spark
AI is that it is available 24/7. Students can ask Spark in Spanish and ask any
questions about how to do an assignment at 3AM in the morning when the LAPU
professor is sound asleep. If there is a three day weekend where the school is
closed, Spark AI is always open while the LAPU teacher is on vacation. This
constant availability of AI helps students keep up with their schoolwork making
students gain confidence and establish a feeling of belonging in college as the
ESL student speaks in Spanish to AI and the AI speaks back in Spanish. When
students understand what is going on in class, they begin to believe that they
will actually succeed in class and maybe even be the first person in their
family to graduate from college. Right now Spark is text-based, but in the
future, Nectir is working on creating a voice-mode version of their chatbot
which will allow ESL students to practice listening and speaking English
skills. (Ho, 2024)
IV. Ethical
Considerations of Using AI for ESL Students in Christian Universities
As AI continues to play a
larger role in language education, it is crucial to address the ethical
implications of its use. One of the primary concerns is bias and inclusivity.
AI systems must be carefully designed to avoid perpetuating linguistic or
cultural stereotypes that may disadvantage certain groups of students. This can
be achieved by training AI on diverse and representative datasets that reflect
global language variations, ensuring that the tools are accessible and
effective for students from different cultural and linguistic backgrounds
(Pagliara et al., 2024). By doing so, AI can become a more inclusive tool that
benefits all students, without reinforcing existing biases (Lin & Chang,
2024).
Data privacy is another
significant ethical concern when integrating AI into language learning.
Protecting the personal information of students, especially in educational
environments, must be done within strict ethical and legal frameworks. This is
particularly important in Christian institutions, which are committed to
upholding values of integrity, respect, and confidentiality. Institutions must
ensure that AI systems comply with data protection regulations and that
students' privacy is safeguarded throughout their learning experience
(Feretzakis et al., 2024). Clear policies on data collection, storage, and
usage are necessary to build trust and maintain ethical standards (King &
Meinhardt, 2024).
Finally, it is essential
to maintain a balance between technology and human mentorship. While AI can
provide valuable support, it should not replace the personal connections that
are vital in education. Human mentors offer emotional support, cultural understanding,
and individualized guidance that AI cannot replicate. Therefore, AI should be
seen as a complement to, rather than a replacement for, human mentorship in the
language learning process (Ma & Chen, 2024). Ethical considerations in
AI-driven education must also account for the potential impact on
teacher-student dynamics (Gligorea et al., 2023).
As AI continues to
develop, balancing its capabilities with ethical frameworks is essential for
ensuring it supports rather than undermines the educational process. Data
privacy, inclusivity, and human connection should remain priorities to maximize
AI's potential in language learning while safeguarding students' rights and
well-being (Chalkbeat, 2024;).
At LAPU, they have
launched a virtual teaching assignment AI tutor called Spark in every LAPU
class. Spark has been trained to be an
‘ethical’ virtual assignment. Part of Spark’s programming is that it is not
allowed to do the homework, or in ENGL 101 Introduction to English Composition,
Spark will not write the essay for the student. Instead, Spark has been trained
to ask students probing questions about essay writing to get the student to
write the essay themselves based on what they already know about essay writing.
At LAPU, students have
reacted positively to AI, and LAPU students use Spark to help them with idea
generation, essay revision, and with understanding complex topics in class. One
student talked with Spark for hours. Spark is programmed not to do the
assignments for the student. Spark is programmed to ask probing questions about
the topic to encourage students to think more profoundly about the topic. As a
result of these probing review questions, Spark AI stimulates a student’s
critical thinking skills by having a back and forth chat interaction with the
student getting the student little by little to write the essay for himself.
Student: “Can you help me
with my thesis statement?”
Spark: “What do you know
about a thesis statement?”
Student: Prof. H says
it’s the main idea of the essay.
Spark: What’s the main
idea of your essay?”
Student: I want to write
about the benefits of gun control.
Spark: Why do you think
gun control is beneficial?
Student: In my country,
only the police is allowed to have guns. In my country, school shootings are a
rarity. I think if American had more control over who owns guns like in my
country, then there would be fewer school shootings and less violence.
Spark coaxes the student
little by little to write his own essay by constantly challenging the student
to think about what to write for the essay. Spark is programmed not to simply
regurgitate an answer like ChatGPT. Students love this interaction with the bot
and love talking with it for hours. And they especially love interacting with
the bot in Spanish making them feel more comfortable with the class material
and class assignments. AI makes the diffuclt assignments more accessible to
international students which increases equity for ESL students through using
AI.
Another great feature of
Spark is that Spark can speak any language. Prof. Ho experimented with Spark by
speaking to it in Chinese, and it responded back in Chinese even with Chinese
characters that Prof. Ho did not know how to read! Then, Prof. Ho experimented
with Spark in French, and she asked Spark a question in French, and it
responded back in French. If you have a student who is ESL French, then that
French student can converse with Spark in his native language to make him feel
right at home in the LAPU class. Similarly, a Spanish speaking student can
interact with Spark in Spanish to feel right at home in the LAPU class. For the
ENGL 101 weekly grammar quizzes, if a Spanish speaking student does not
understand a grammar concept and need that grammar concept explained in
Spanish, then Spark can explain that English grammar rule of say for instance
‘subject verb agreement’ into Spanish. However, for now Spark is a text-based
virtual assistant, so interactions between Spark and AI are all text-based. In
the future, Nectir is working on enabling a Voice Mode feature, though as of
this writing, this author has no idea when Nectir will implement voice mode on
Spark, however this author will be thrilled when it happens. (Ho, 2024)
Alignment with Christian
Educational Values
AI-driven language
learning tools align closely with the core values of Christian education,
particularly in fostering compassion and inclusivity. By offering personalized,
accessible learning experiences, AI helps support marginalized ESL students who
may otherwise face language barriers in their academic journey. These tools can
break down the obstacles that prevent equitable access to education, enabling
all students to succeed regardless of their background (Lessard-Clouston,
2015). In this way, AI supports the Christian mission of serving others with
compassion, ensuring that every student, regardless of language or cultural
differences, has the opportunity to thrive .
AI can also be leveraged
to align with the principles of faith and service, key aspects of Christian
education. By integrating AI tools into language learning, students can receive
the academic support they need while growing spiritually. AI systems can be
designed to not only aid in language acquisition but also promote Christian
values, such as service, empathy, and community engagement. This dual focus
ensures that technology serves both academic and personal growth, helping
students embody Biblical principles in their daily lives (Cable, as cited in
Greater Atlanta Christian School, 2024;).
Stewardship of technology
is another critical consideration in Christian education. The responsible
integration of AI involves using these tools in ways that honor Christian
ethical values and reflect a commitment to societal responsibility. AI should
be implemented thoughtfully, ensuring that it serves the greater good, respects
human dignity, and adheres to principles of justice and fairness. By applying
AI with care and intention, Christian universities can harness its potential to
support both academic success and ethical development in students (CCCU, 2024;
FaithGPT, 2024).
Methods
Data Collection
This research project
will analyze End of Class surveys to evaluate student usage of Spark, an
AI tool implemented in classrooms at Los Angeles Pacific University (LAPU). The
primary focus is on understanding the adoption of Spark, particularly among
LAPU’s predominant student demographic: Hispanic women approximately 29 years
of age. Data will be collected across three academic terms—Summer I, Fall I,
and Fall II of 2024—to identify trends in AI adoption and its impact on student
learning.
The End of Class
surveys include both qualitative and quantitative components. Students are
asked the following questions to assess Spark usage and its perceived benefits:
- Did you use Spark while taking your
course?
- Did AI help you understand course
material?
- Are you satisfied with Spark?
- Did AI help you answer questions
about the coursework and clarify doubts about the coursework?
- Did AI enhance your overall learning
experience?
- How many times did you use AI?
For questions evaluating
student satisfaction and learning outcomes, responses are recorded on a Likert
scale from 1 to 5, where:
- 1 = Strongly Disagree
- 2 = Disagree
- 3 = Neutral
- 4 = Agree
- 5 = Strongly Agree
The scale-based
statements include:
- AI helped me understand course
material.
- I am satisfied with the availability
of the AI.
- AI helped me clarify doubts and
questions regarding the coursework.
- AI enhanced my overall learning
experience.
Students are also asked two
additional questions:
- Did you use AI?
(Yes or No)
- How many times did you use AI?
with responses categorized into four usage frequency ranges:
- 1–2 times
- 3–5 times
- 6–8 times
- 9 or more times
Quantitative Data
Analysis
Survey data will be
analyzed to determine the percentage of students utilizing Spark and to
distinguish between those who used the AI for academic purposes and those who
experimented with the tool without sustained engagement. Comparative analysis
will be conducted across the three academic terms (Summer I, Fall I, and Fall
II 2024) to identify trends in Spark adoption.
In addition to survey
data, qualitative data will be collected from Week 8 Forum posts and email
responses to evaluate student attitudes toward Spark, with particular emphasis
on feedback from ESL students. This will provide insight into both the frequency
of AI usage and the perceived impact of Spark on learning outcomes, clarity of
coursework, and overall satisfaction.
Hypothesis
The central hypothesis of
this study is that Spark usage will increase over time as students become more
familiar with the AI tool and its functionalities.
Participants
Participants in this
study consist of LAPU students who complete the End of Class surveys at
the conclusion of each term. Given that LAPU’s student population predominantly
comprises Hispanic women around 29 years of age, the data will be analyzed to
assess AI adoption within this demographic.
This mixed-methods
approach, combining survey results with qualitative feedback, aims to provide a
comprehensive understanding of Spark's role in enhancing learning experiences
and student engagement across multiple academic terms.
Quantitative Data
Analysis
Here is a table
summarizing the results from the three sections of ENGL 101 regarding the
adoption and perception of the AI tool, Spark:
|
Section
|
Adoption Rate (%)
|
Usage Frequency (3-5
times)
|
Helped Understand
Material (%)
|
Clarified Doubts (%)
|
Satisfaction (%)
|
Enhanced Learning (%)
|
|
Summer Session I ENGL
101 Section 04
|
85%
|
66%
|
99%
|
99%
|
82%
|
82%
|
|
Summer Session I ENGL
101 Section 03
|
57%
|
66%
|
50%
|
75%
|
75%
|
75%
|
|
Fall Session I ENGL 101
Section 01
|
90%
|
50%
|
70%
|
50%
|
50%
|
40%
|
Quantitative Data Key
Insights:
- Adoption Rate:
Section 01 (Fall) had the highest adoption rate (90%), while Section 03 (Summer)
had the lowest (57%).
- Usage Frequency:
Usage patterns were similar in Sections 04 (Summer) and 03 (Summer), with
most students using Spark 3-5 times (66%).
- Effectiveness:
Section 04 students reported the highest effectiveness, with 99% stating
that Spark helped them understand the material and clarified doubts.
Section 01 students, despite high adoption, reported a much lower
satisfaction rate and perceived learning enhancement.
- Satisfaction & Learning
Enhancement: Section 04 had the highest
satisfaction and perceived enhancement of learning (82%), while Section 01
had the lowest at 50%.
The results from
different sections of ENGL 101 reveal how students interacted with the AI tool,
Spark, and their overall satisfaction with it. While Spark saw increasing
adoption as the semester progressed, satisfaction and perceived benefits were
not always in line with the higher adoption rates. Section 04 had the highest
satisfaction, with most students finding Spark useful in understanding course
material and improving their learning. In contrast, Fall Section 01 had the
highest adoption rate, but student satisfaction was lower, showing that simply
using the tool doesn’t guarantee positive outcomes.
In Section 03, adoption
was lower, and reasons for non-use were often linked to students not attending
class or completing assignments. Despite this, students who did use Spark
generally had positive experiences, with many saying it helped clarify material
and answer questions. This shows that even with lower adoption, Spark was still
seen as helpful by some students. On the other hand, the increase in adoption
in Fall Section 01 did not translate into better satisfaction, indicating that
other factors like how the tool was integrated into the course or student
engagement were more important for success.
Another interesting trend
was the frequency of Spark usage, which remained consistent across sections.
Most students reported using Spark 3-5 times per week, suggesting that it was
used as a supplementary tool rather than a central resource in their learning.
This moderate frequency of use reflects that while students saw value in Spark,
they likely preferred to use it in specific situations, such as for clarifying
concepts or helping with assignments. It also indicates that students may not
fully rely on AI tools, especially if they do not feel that the tool is
essential for their learning process.
The differences in how
Spark was adopted across the sections highlight the importance of engagement
and course design. Section 04 benefited from strong integration of Spark into
the course, leading to higher satisfaction, while Fall Section 01 showed that
even though more students adopted the tool, the lack of effective integration
impacted their experiences. The reasons students gave for not using Spark,
including missing class or having negative prior experiences, suggest that past
experiences and overall engagement play a significant role in whether or not
students embrace new technology effectively.
Qualitative Data Results
Here is a table
summarizing the qualitative data from the Week 8 forum comments on student
attitudes toward AI tools like ChatGPT and Spark:
·
:
|
Aspect
|
Positive Experiences
|
Negative/Neutral Experiences
|
Implications for Teaching
|
|
General Attitude
|
70-75% of students
reported positive experiences.
|
25-30% of students
had negative or neutral views.
|
Provide early
tutorials or workshops on AI usage.
|
|
Benefits of AI
Tools
|
Helped with
brainstorming, organizing ideas, overcoming writer's block.
|
Some students used
the tools infrequently due to unfamiliarity or skepticism.
|
AI tools should be
seen as aids to learning, not replacements for original thought.
|
|
ChatGPT Specific
Benefits
|
Useful for quick
answers, helping with citations, clarifying concepts.
|
Some skepticism
about the accuracy of AI-generated content.
|
Emphasize AI’s
role in brainstorming and clarity, not as a sole source.
|
|
Spark Specific
Benefits
|
Valued for aiding
in topic selection and idea development.
|
Some hesitance in
integrating AI into academic work.
|
Encourage the
complementary use of Spark for structure and ChatGPT for creativity.
|
|
Skepticism &
Concerns
|
-
|
Concerns about AI
accuracy and reliability.
|
Instructors should
guide students to verify AI outputs, particularly for citations and facts.
|
|
Combination with
Instructor Feedback
|
Positive impact
when combined with constructive feedback.
|
-
|
Combine AI tools
with instructor feedback to improve confidence and skills.
|
|
Key Insights:
|
-
|
-
|
-
|
- Positive Use:
Most students (70-75%) appreciate AI tools for their ability to assist in
the writing process, particularly for brainstorming, idea development, and
overcoming challenges like writer’s block.
- Challenges:
Around 25-30% of students were less familiar with the tools, hesitant to
use them fully, or skeptical about their accuracy.
- Teaching Recommendations:
To foster more positive attitudes, instructors should offer AI tutorials
early on and emphasize how AI tools complement, rather than replace,
original thinking. Verifying AI outputs and combining AI assistance with
instructor feedback can improve the effectiveness of these tools in the
learning process.
To optimize the
integration of AI tools like Spark, several strategies can be implemented.
First, instructors should provide clear guidance and onboarding sessions at the
start of the course to help students understand how to use Spark effectively.
This approach can increase adoption rates and improve user satisfaction by
boosting students’ confidence in using the tool. Addressing negative perceptions
from previous experiences with AI tools is also essential; instructors can
highlight Spark’s improvements and relevance to the course content to mitigate
reluctance. Encouraging higher course engagement through active participation
and assignment completion will further enhance Spark’s effectiveness.
Additionally, regularly collecting feedback from students allows for ongoing
adjustments and refinements to better meet their needs, ensuring continued
success with the tool.
For ESL students, AI
tools like Spark can offer significant benefits in addressing language learning
challenges. These tools help clarify course material, answer questions, and
provide instant feedback, supporting ESL students in developing reading comprehension,
writing skills, and grammar. By offering personalized learning assistance and
simplifying complex concepts, Spark can reduce cognitive load and build
confidence, especially for students hesitant to ask questions in class. The
private, non-judgmental space provided by AI tools allows ESL students to seek
clarification without fear, making Spark a valuable resource in enhancing their
academic experience and improving their language skills.
Conclusion: Further
Research Based on Results and Literature Review
The findings from this
analysis provide insights into how ESL students adopt and perceive AI tools
like Spark, but they also raise questions that require further research. One
key area for future investigation is understanding the conditions under which AI
tools are most effective for ESL learners. While students in Summer Session I
ENGL 101 Section 04 reported extremely high satisfaction and perceived learning
benefits, Fall Session I ENGL 101 Section 01 demonstrated lower satisfaction
despite higher adoption rates. Future research could examine how factors such
as instructor guidance, AI tool customization, and classroom engagement
influence student outcomes.
Student Experiences with
AI Tools
The pie chart illustrates
student experiences with AI tools and their implications for teaching. A
notable portion of students, representing 15%, express a positive general
attitude towards AI tools. Conversely, 5% of students have negative or neutral
experiences with AI tools.
Moreover, 14% of students
have positive experiences with the benefits of AI tools, while 14% have
negative or neutral experiences in this regard. A similar pattern is observed
with ChatGPT-specific benefits, where 14% of students report positive
experiences, and 6% have negative or neutral ones.
The chart also highlights
14% of students who experienced specific benefits from AI tools and 6% who
expressed skepticism and concerns. Interestingly, 18% of student experiences
involve a combination with instructor feedback.
These findings suggest
that AI tools have the potential to be valuable assets in education. However,
it is crucial to address the concerns of students who are skeptical about AI
and to leverage instructor feedback to maximize the benefits of AI integration.
Further studies could
explore how specific AI features address the unique needs of ESL students. For
example, research could analyze how AI tools support reading comprehension,
writing improvement, vocabulary acquisition, and confidence-building in ESL contexts.
Examining user behavior, such as frequency of AI tool usage and the types of
questions students ask, could provide deeper insights into how AI tools are
being utilized.
Another promising area
for research is the long-term impact of AI tools on ESL learning outcomes.
While the current study highlights short-term benefits, such as improved
understanding of course material, future studies could investigate whether
consistent AI use leads to measurable improvements in language proficiency,
academic performance, and learner autonomy.
Given the mixed results
regarding satisfaction, it is crucial to explore strategies for improving the
user experience of AI tools. Research could identify best practices for
introducing AI tools in ESL classrooms, addressing barriers to adoption, and
tailoring AI features to accommodate diverse learning styles and levels of
proficiency.
While the results
demonstrate the potential of AI tools like Spark to enhance ESL learning, they
also reveal areas for improvement and further exploration. This study, which
focused on three semesters—Summer I, Summer II, and Fall I—offers valuable
insights but also has limitations. The relatively small sample size and limited
timeframe mean that the trends and patterns observed may not be fully
representative of broader, long-term AI usage among ESL students. To gain a
more accurate understanding of AI's effectiveness, further research is needed
across more semesters and with a larger sample of students. This would allow
for more robust quantitative and qualitative results, enabling better
predictions about the impact of AI tools in ESL contexts. As the study
highlights, factors such as instructor guidance, AI tool customization, and
student engagement should be explored in future studies to determine their
influence on student satisfaction and learning outcomes. By addressing these
gaps, future research can contribute to a more comprehensive understanding of
how AI can support ESL learners and foster equitable, effective learning
environments.
Students 1-3
The qualitative data from
the Week 8 Reflective Forum reveals several key themes about student
experiences with AI tools, including ChatGPT, Spark, and other resources in an
English composition course. Here's a summary:
- Positive Impact on Writing:
- Many students reported significant
improvements in their writing confidence and skills throughout the
course. They highlighted how the structured approach to learning writing
techniques, such as using Venn diagrams, brainstorming, editing, and
proofreading, helped them feel more comfortable and effective in crafting
essays.
- Feedback from the professor was
appreciated for being constructive and motivating, helping students
refine their writing abilities.
- Several students noted that they
started with insecurities about writing but found the class, resources,
and feedback to be reassuring.
- AI Tools: ChatGPT and Spark:
- ChatGPT
was noted as a valuable resource for brainstorming, clarifying concepts,
and overcoming writer's block. Students found it helpful for generating
ideas and enhancing their drafts. While some students were initially
hesitant to use AI tools, they came to appreciate their role in
supporting the writing process. However, some students were cautious
about the accuracy and reliability of AI.
- Spark
was widely appreciated for organizing thoughts, brainstorming topics, and
formatting papers, especially in APA style. It helped students structure
essays more effectively and provided guidance on citations and research.
Some students were initially confused by Spark but found it useful once
they figured it out.
- Class Experience:
- Students enjoyed the class overall
and felt the curriculum was clear, manageable, and not overwhelming. Many
appreciated the engaging teaching style and the professor's consistent
involvement in student learning.
- The collaborative environment, which
included peer interaction and group discussions, was highlighted as
beneficial for deepening understanding and generating ideas.
- Some students mentioned their
initial nervousness about the class, especially since English was their
second language, but found the experience less intimidating than
expected.
- Challenges and Areas for Improvement:
- While most students found the course
helpful, a few mentioned challenges with APA formatting and citations,
which they hoped to improve over time.
- A few students indicated they had
not used ChatGPT or Spark frequently but planned to explore them further
in the future.
Students
appreciated the learning tools provided, especially ChatGPT and Spark, and felt
the course helped them grow as writers. Many expressed excitement about
applying what they learned in future writing projects.
Students 5 and 6
It seems like both
students had positive experiences with the course! Here's how you could summarize
their reflections:
Student 5
expressed initial nervousness, but ultimately found the course enjoyable and
informative. They appreciated the helpful techniques for writing, such as using
the Venn diagram, brainstorming, and editing. They didn't feel any need for
improvement in the class and highlighted that the assignments were well
explained. Both ChatGPT and Spark were seen as helpful tools, with Spark
especially appreciated for offering various essay topics and ChatGPT praised
for its quick and effective responses.
Student 6
was excited about the course and enjoyed engaging in assignments and
discussions. They felt that there was no need for any changes to the course,
expressing overall satisfaction. Although Spark was initially confusing, they
became more comfortable using it and found it to be useful once they figured it
out. ChatGPT was a pleasant surprise and enhanced their writing process.
Your overall response is
thoughtful and appreciative of their efforts, showing that you recognize their
engagement and satisfaction with the course. Would you like help refining any
part of your feedback?
Here’s a summary of the
feedback from Students 7 through 10:
Student 7
enjoyed the class and appreciated the clear, well-organized curriculum. They
found the class to be manageable each week and felt that the instructions were
always clear. They also noted the impactful forum posts and praised the
interaction with students. While they didn’t use ChatGPT or Spark extensively,
they found them helpful when they did. They had no suggestions for improvement
and expressed appreciation for your teaching.
Student 8
had a rewarding semester and greatly valued the course’s structured approach,
which helped improve their writing skills. They appreciated your engaging
teaching style and the collaborative environment you fostered, particularly in
class participation. Feedback was highly valued, especially the balance between
highlighting strengths and areas for improvement. ChatGPT helped with
brainstorming, and Spark was great for organizing thoughts and engaging with
peers. They thanked you for being instrumental in their writing development.
Student 9
found the course rewarding, especially the lessons on writing techniques and
understanding the reader’s perspective. They felt that feedback was helpful for
growth and that the course motivated them to become a better writer. While they
didn’t explore ChatGPT yet, they were intrigued by its potential, and they
found Spark to be a valuable tool. They thanked you for helping them grow as a
writer.
Student 10,
although not usually vocal in class, enjoyed engaging with peers in the online
format. They found Spark and AI helpful in expanding and broadening their
ideas, helping them become better writers. They expressed hope that the skills
learned would lead to success in their future writing endeavors.
Student 11
shared that they initially felt nervous about the class but ultimately enjoyed
it, especially due to your teaching style and how you broke down difficult
tasks like drafting essays and creating outlines. They found ChatGPT helpful
for understanding topics, citing sources, and answering basic questions. While
they didn’t use Spark often, it was useful when they needed help with their
persuasive essay. They appreciated your feedback and the support you provided
throughout the course.
Student 12
initially doubted their ability to improve their writing but felt more
connected to the course because of your engagement and consistent help. They
were impressed by how involved you were compared to professors at their
previous college. Your feedback helped them improve their writing, and Spark
was useful when they faced difficulties with assignments. They didn’t use
ChatGPT much because they had trouble accessing it, but they expressed
gratitude for your time and support.
Student 13
found the class valuable for improving their writing skills and appreciated the
helpful videos you provided. They were not very familiar with or used ChatGPT
or Spark, but they expressed openness to using these tools more in future
courses. While they’re not a fan of AI, they acknowledged its potential
benefits. They thanked you for your contributions to their learning in the
course.
Student 14
initially felt insecure about their writing but gained confidence through the
class, especially from the discussions and lessons on writing proper papers.
They used Spark occasionally but had concerns about AI accuracy, preferring to
rely on it only when necessary. They felt that feedback on their assignments
was crucial for improving their writing, specifically in structuring arguments
more effectively. They found ChatGPT to be a positive tool for clarifying
concepts, brainstorming, and refining drafts, making the writing process feel
less daunting.
Student 15
expressed appreciation for the clear and manageable communication structure of
the class. They noted that using ChatGPT and Spark, despite initial hesitation,
ended up being helpful tools for getting unstuck and deepening their thinking.
They admired how the tools provided an extra push during challenging moments.
Student 16
highlighted the LAPU library and Spark as key resources for research and
formatting guidance. They shared that their introduction to AI was a major
turning point, as it provided new ways to brainstorm, expand vocabulary, and
refine writing skills. They expressed excitement about continuing to use AI to
enhance their writing. This class also helped them gain confidence in practical
writing tasks like formal letters and essays for other classes, laying a strong
foundation for future growth as a writer.
Student 17
found Spark particularly helpful for formatting their research paper in APA
style. They appreciated its step-by-step instructions and clear examples for
setting up the title page, headers, and reference page, as well as accurate
citation guidance for both in-text and reference lists.
Student 18
shared that they learned to use several tools and platforms, including ChatGPT,
APA formatting and citation generators, assignment templates, Google Docs,
Tutor.com, and the Writing Hub. They found these resources valuable in
supporting their learning and improving their assignments.
Student 19
appreciated the mention and use of ChatGPT in the course, highlighting its
value as a tool for brainstorming and exploring phrasing options. They
emphasized the importance of using AI to enhance original ideas rather than
relying on it solely. They also congratulated the class for its success this
term.
Results
Percentage Breakdown
- Liked AI:
12/19 students (63%)
These students explicitly mentioned that they found AI (e.g., ChatGPT,
Spark) useful for brainstorming, idea generation, refining drafts, or
overcoming writer's block. - Disliked AI:
2/19 students (11%)
These students expressed hesitations or concerns about AI, citing issues
like accuracy or a general lack of trust in AI tools. - Neutral about AI:
5/19 students (26%)
These students either didn’t use AI enough to form an opinion, didn’t
explore it fully, or had no strong feelings about its benefits or
drawbacks.
Reasons Students Used AI
- Brainstorming Ideas:
Many students used AI to generate ideas, overcome writer’s block, or find
creative angles for their writing.
- Refining Writing:
Some students appreciated how AI could help improve phrasing, expand
vocabulary, and clarify concepts.
- Citing and Formatting:
Students used AI tools like APA generators to help with citations and
formatting.
- Quick Assistance:
AI was often a go-to tool for clarifying questions or providing immediate
guidance when stuck.
- Learning New Skills:
Students appreciated how AI broadened their perspectives and introduced
them to new tools for writing.
Reasons Students Did Not
Use AI
- Lack of Familiarity:
Some students didn’t use AI because they were unfamiliar with how to
access or use it (e.g., ChatGPT was “hard to find”).
- Trust Issues:
A few students avoided AI because they felt it might provide inaccurate or
unreliable information.
- Preference for Traditional Methods:
Some students preferred to rely on their own skills or traditional
resources like the LAPU library.
- Limited Exposure:
A few students mentioned they didn’t have enough opportunities to use AI
during the course.
Common Themes
- Positive Impact on Writing Confidence:
Students who used AI often reported feeling more confident in their
writing, citing improved structure, vocabulary, and clarity. - AI as a Complementary Tool:
Most students saw AI as a helpful supplement to their own ideas rather
than a replacement for creativity or critical thinking. - Hesitation About AI:
Some students expressed concerns about accuracy or relied on AI sparingly
due to trust issues or lack of familiarity. - Value of Instructor Guidance:
Even among students who used AI, many credited your teaching style and
feedback as their primary source of improvement, suggesting they saw AI as
an addition rather than the main driver of their progress. - Formatting and Citation Support:
Students frequently mentioned Spark and APA formatting tools as essential
for overcoming challenges with citations and research paper structure. - Room for Exploration:
Some students noted they didn’t use AI much during the course but
expressed interest in exploring its potential in the future.
Here's a pie chart
summarizing the students' perspectives on AI from ChatGPT:
- 63% liked AI, finding it helpful for
brainstorming, refining writing, and formatting assistance.
- 26% were neutral, often because they
didn’t use AI enough to form an opinion.
- 11% disliked AI, citing trust and
accuracy concerns.
- 63% liked AI, finding it helpful for
brainstorming, refining writing, and formatting assistance.
- 26% were neutral, often because they
didn’t use AI enough to form an opinion.
- 11% disliked AI, citing trust and
accuracy concerns.
Discussion
The qualitative data
gathered from the students' reflections offers valuable insights into their
experiences with artificial intelligence (AI) as a learning tool and its
integration into the classroom. The majority of students (63%) expressed a
positive perception of AI, emphasizing its utility in brainstorming, refining
their writing, and aiding with formatting tasks such as citations. Many of
these students noted that AI, particularly tools like ChatGPT, provided
immediate assistance in areas where they struggled, helping them overcome writer’s
block, explore different phrasing options, and improve their confidence in
writing. These responses highlight the potential of AI to serve as a
complementary resource for enhancing writing skills, especially in an academic
context.
Approximately 26% of
the students held a neutral stance toward AI. This group largely consisted of
individuals who either did not engage with AI tools frequently or lacked
sufficient exposure to form a definitive opinion. Their comments suggest that
while they recognized the potential benefits of AI, they relied more heavily on
traditional resources, such as instructor feedback, peer interactions, or
Spark, for their learning.
A small subset of
students (11%) expressed a negative view of AI, citing concerns about trust,
reliability, and accuracy. These students were cautious about fully embracing
AI, pointing out that its outputs are not always dependable and emphasizing
their preference for developing their own ideas without excessive reliance on
technological tools. This reflects an important limitation of AI, as it still
requires users to critically evaluate its suggestions and outputs.
One overarching
theme across all responses was the emphasis on the instructor's role as the
cornerstone of the learning experience. Regardless of their perspective on AI,
students frequently highlighted the value of personalized feedback, structured
teaching, and an engaging and supportive environment. This underscores the
notion that while AI is a valuable tool, it cannot replace the human connection
and expertise provided by a skilled instructor.
Research Results from Gemini AI of the 19 LAPU students about AI:
Students with a Positive Attitude Towards AI:
Given the numerous positive comments and experiences shared by students regarding
AI tools like ChatGPT and Spark, it's safe to estimate that around 80-90% of
students have a positive attitude towards AI. This is supported by statements
like:
·
"ChatGPT was very helpful."
·
"Spark was great, it helped me by
searching for my topics."
·
"AI has shown me new ways to
brainstorm, expand my vocabulary, and refine my writing skills."
·
"I plan to continue using AI as a
resource to enhance my writing in the future."
Students with a Negative Attitude Towards AI:
Based on the limited number of negative comments and the overall positive
sentiment, we can estimate that only around 5-10% of students have a negative
attitude towards AI. This is supported by statements such as:
·
"I am not a big fan of AI but I
know it has both its good and bad."
·
"I wasn't too sure about using AI
because not everything is accurate."
Students with a Neutral Attitude Towards AI:
The remaining percentage of students (around 10-15%) likely fall into the
neutral category. These students might have limited experience with AI or
haven't formed strong opinions about them.
Implications for Teaching (ChatGPT AI)
The findings suggest
that integrating AI into the classroom can be highly beneficial when paired
with clear guidance on its appropriate use. Educators can maximize the
potential of AI by emphasizing its role as a supplemental tool for
brainstorming, generating ideas, and improving writing skills, rather than as a
replacement for critical thinking or original effort. Moreover, addressing
student concerns about trust and accuracy through training and examples can
help alleviate skepticism and build confidence in using AI tools effectively.
Future research
might explore how to better support students who are hesitant or neutral about
AI, as well as strategies for integrating AI into various aspects of learning
beyond writing. Additionally, the role of instructor feedback in complementing
AI use warrants further study, given its pivotal importance in fostering
student engagement and learning outcomes.
Conclusion (ChatGPT)
The qualitative data from
this study reveals that AI tools like ChatGPT are becoming valuable assets in
the academic environment, particularly for enhancing writing skills. The
majority of students appreciated AI for its ability to assist with
brainstorming, refining ideas, and formatting tasks, enabling them to approach
their assignments with greater confidence. However, some students expressed
concerns about trust and accuracy, while others remained neutral due to limited
exposure to these tools. Despite the varying perspectives, one consistent theme
emerged: the role of the instructor remains central to student success.
Personalized feedback, structured teaching, and active engagement were
universally praised as essential components of the learning experience,
demonstrating that AI serves best as a complementary resource rather than a
standalone solution.
These findings suggest
that integrating AI into the classroom can enhance student learning when
accompanied by clear guidance on its use. By addressing concerns about
reliability and providing opportunities for hands-on engagement with AI tools,
educators can empower students to harness the potential of these technologies
effectively. Ultimately, the study highlights the importance of balancing
innovative teaching tools with traditional instructional methods to create a
well-rounded and supportive learning environment.
Further Research
(ChatGPT)
This study raises several
questions that warrant further exploration:
- Student Hesitation and Neutrality
Toward AI: While some students expressed hesitation or neutrality regarding
AI use, future research could investigate the underlying causes, such as
lack of familiarity, technical barriers, or broader attitudes toward
technology. Understanding these factors could inform strategies to better
introduce AI tools to hesitant learners.
- Long-Term Impact of AI on Writing
Skills: A longitudinal study could examine how consistent use of AI tools
impacts students' writing abilities over time. Does reliance on AI lead to
improved independent writing skills, or does it foster dependency on technology?
- AI Integration Across Disciplines:
While this study focused on writing, future research could explore how AI
tools can support students in other disciplines, such as STEM fields or
creative arts. This could provide insights into the versatility of AI in diverse
academic contexts.
- Instructor Perceptions of AI in
Education: Research could also focus on the perspectives of educators,
examining their attitudes toward AI, the challenges they face in
integrating it into the classroom, and the strategies they employ to
balance AI use with traditional instruction.
- Ethical Considerations in AI Use: As
AI becomes more prevalent in education, further research is needed to
address ethical concerns, such as ensuring academic integrity, preventing
over-reliance, and promoting equitable access to AI tools.
By addressing these
questions, future studies can deepen our understanding of how AI can be
effectively and ethically integrated into education, ultimately enhancing
teaching and learning outcomes across diverse contexts.
Gemini Discussion and
Conclusion
Discussion:
The pie chart reveals a
positive outlook on AI among students, with an estimated 85% expressing
favorable attitudes. This suggests a readiness to embrace AI tools in
education. The high percentage of positive experiences aligns with the
increasing use of AI in various fields, indicating a growing acceptance and
understanding of its potential benefits. However, the presence of a small but
significant neutral and negative group highlights the need for continued
efforts to address concerns and ensure responsible AI integration in education.
Practical Applications:
- Educational Technology Integration:
The data supports the integration of AI tools in educational settings,
such as using ChatGPT for brainstorming, Spark for research and
organization, or other AI-powered platforms for personalized learning.
- Curriculum Development:
Educators can incorporate AI literacy into the curriculum, teaching
students about AI's capabilities, limitations, and ethical considerations.
- Addressing Student Concerns:
Recognizing the concerns of the neutral and negative groups, educators can
address their apprehensions through open discussions, workshops, and
providing clear guidelines for responsible AI use.
Conclusion:
The analysis of student
attitudes towards AI reveals a predominantly positive outlook, indicating a
promising future for AI integration in education. While challenges and concerns
exist, the potential benefits of AI in enhancing learning experiences and improving
educational outcomes are significant. Further research and careful
implementation are crucial to ensure that AI is used ethically and effectively
in education.
Future Research
Directions:
- Qualitative Analysis:
Conducting in-depth interviews or focus groups with students to understand
their reasons for positive or negative attitudes towards AI.
- Longitudinal Studies:
Tracking student attitudes and experiences with AI over time to assess the
impact of AI integration on learning outcomes and overall educational
experiences.
- Ethical Considerations:
Investigating the ethical implications of AI use in education, including
issues of data privacy, algorithmic bias, and the potential impact on
student autonomy.
Note:
The analysis and conclusions are based on the estimated percentages derived
from the text data. Further research and data collection would be necessary to
confirm these findings and draw more definitive conclusions.
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Appendices
Raw Data
Appendices
LAPU Summer I and II and
Fall I 2024 Quantiative Raw Data
Summer I ENGL 101 Section 04 2024
Did you use Spark?
85% Yes 14% No
What is the primary reasons you did not use Spark? I tried
it with another class, but it was a disaster.
AI helped me understand Course Material. 99%
I am satisfied with Spark. 82%
AI clarified doubts and answered questions about the class.
99%
AI enhanced my overall learning. 82%
How many times did you use Spark? 66% said 3-5X
Summer I ENGL 101 Section 03
Did you use Spark the AI ?
57% said yes. 42% said no.
What is the primary reason why you did not use Spark? Did
not get a chance. Did not attend class. Did not finish all assignments.
Spark helped me understand class materials 50%
I am satisfied with Spark. 50%
Spark answerd questions about class and clarified doubts.
75%
AI enhanced my overall learning. 75%
How many times di you use Spark? 50% said 3-5X
Fall I ENGL 101 01 2024
Did you use Spark?
90% said yes 10% said No.
AI helped me understand course material. 70%
I am satisfied with Spark. 50%
AI helped me answer questions clarifying doubt. 50%
AI enhanced my learning. 40%
How often did you use AI? 50% said 3-5X
Qualitative Raw Data
LAPU Summer I and II and Fall I 2024
Qualitative Data about AI from Week 8 Reflective Forum
Student 1: As you explained in your post, I also noticed
changes in my writing. Before this class, I wrote emails as if I were texting.
Now, I see the difference in the tone and structure of my emails and have even
begun to change my text messages. Sometimes, I notice even my thoughts sound
different. I am glad I took this class and faced my fears of writing head-on,
and with God, I overcame my fears. English is my second language, and writing
papers has always intimidated me, but now I can write a well-written paper no
matter the subject.
Student 2: Hello Professor Ho. I have tried ChatGPT as it
was a requirement in another class I am taking. I have not used it since that
assignment, but I can see myself using it in the future or for
outside-of-school help. As for Spark, I have not used that tool, but maybe I
will in the future. I still have to look at the structure of my essay as far as
the flow of it goes. I tend to ramble on when writing essays and sometimes get
sidetracked about what I am writing about. I've also noticed in my essays that
I can sometimes get repetitive. I proofread it a few times before turning it
in. My hope in my future essays is to avoid these habits and improve essay
structure and writing with ease. I am still working on APA, specifically
citations. When I need to input citations, it sometimes gets confusing.
Initially, I did not know exactly what to cite, but now I do. The confusing
part was when a tutor explained that sometimes professors want specific
citations from certain resources. I hope that in the future, this will all
become second nature to me.
Student 3: How did you like this class?
I liked this class it really helped me out.
How can this class be improved?
I do not think the class needs to be improved.
How did you like using ChatGPT?
I did not use chatGPT.
Student 4: How did you like using Spark?
Spark was a big help, he helped me with my writing.
To Professor Ho,
All around, the class was great!
Nothing to be improved at all.
The ChatGpt was good and also Grammarly AI.
Spark was great, it helped me by searching for my topics.
Student 5:Hello Professor
I was very nervous to take this class, especially because English is not my
strong suit. The class was not as scary as I thought it would be, I enjoyed it
very much and learned a lot of great techniques that make the writing process a
lot less stressful. This class gave me a new perspective, it provided many
helpful tips like using the Venn diagram, brain storming, editing and
proofreading.
How can this class be improved?
This class does not need improvement. It was very helpful and you did a great
job at explaining assignments.
How did you like using ChatGPT?
ChatGPT was very helpful. It gave quick answers and provided solutions and
offered great solutions.
How did you like using Spark?
I enjoyed using spark. it provided quick and easy responses, especially when it
came to my writing assignment. Spark provided many different topics to chose
from for my essays.
Student 6:How did you like this class?
I enjoyed this class and was extremely excited before this
course started. This class was very enjoyable and I found myself eager to
complete the assignments or communicate with other students.
How can this class be improved?
I don't think this class needs any sort of improvement!
How did you like using ChatGPT?
ChatGPT was something I never expected to use when writing
or when participating in completing my outlines but I found it to be very
enjoyable.
How did you like using Spark?
Student 6: Spark was somewhat confusing in the beginning but
once I figured out how to utilize it properly, I found myself using it more
than I expected.
It was pretty evident that you thoroughly enjoyed the class.
Your consistent and prompt participation in the weekly discussions was notable.
I'm delighted that you found the English course not only beneficial but also
enjoyable. I share your sentiment about the course not requiring any
improvements; it was already excellent. The interaction, learning style, and
provided resources were all top-notch. Similarly, I wouldn't change a thing
about this course. I found both ChatGPT and Spark to be impressive tools, each
with its own strengths. While ChatGPT was versatile, Spark was explicitly
designed to assist with direct subjects. Overall, I truly relished this class
and would rate it a perfect 10 out of 10.
Students 7: I really enjoyed this class, your are doing a
great job at teaching it. This was the perfect class to start off my college
education and you did a great job at creating a very clear curriculum. Not one
week of this class felt overwhelming, or had unclear instructions. Your forum
posts have been immensely impactful and I appreciate how much you interact with
every student. Thank you so much Professor H.
2. I have no recommendations for this class to improve on, keep doing great!
3+4. I did not use chatGPT or Spark too frequently, but when I did it was very
helpful. I believe thatit was made very clear how to use it as an appropriate
tool.
Student 8: Dear Professor H,
Thank you for a rewarding semester! I truly enjoyed this class and found it
incredibly valuable for my writing development. The structured approach to
learning various writing techniques has significantly improved my skills. Your
teaching style was engaging, and I appreciated how you encouraged class
participation and fostered a collaborative environment. It made the learning
experience more interactive and enjoyable. Your feedback was particularly
helpful; it was always constructive and insightful. I valued the way you
highlighted my strengths while also providing specific areas for improvement,
which guided me in refining my writing. This balance made me feel supported and
motivated to grow as a writer. Using ChatGPT was a fascinating addition to the
course. It allowed me to explore different writing styles and generate ideas,
enhancing my creative process. I found it particularly useful for brainstorming
and overcoming writer’s block. Spark was a great tool for organizing my thoughts
and collaborating with peers. I appreciated how it facilitated group
discussions and helped me engage more deeply with the course material. This
class has been instrumental in my writing journey, and I’m grateful for your
guidance and support. Thank you for a fantastic semester!
Student 9: I also found it very rewarding to learn about the
various writing techniques and how one goes about structuring the paper to fit
ones needs, Learning who you are writing about and the reader interacting with
your story was very powerful and i found it changes my writing style and how I
think when writing. I found this course to be very helpful and I feel that all
the feedback was exactly what i needed to here. Our teacher was motivating and
engaging to helps us be the best writer we can be. learning about our strengths
and weakness in our writing was encouraging to become a better writer. Chat GPT
I haven't had a chance to look at yet but it sounds like an amazing tool for us
and I should really spend some time exploring and letting the creative juices
flow. Spark for me has also been a great tool. Thank you for showing us how to
become better writers and helping us grow though the process. I really enjoyed
this class and am thankful for all i have learned.
Student 10: I agree
I’m usually not the type of person to speak much within a class. This is my
first time doing
classes online, but I did find engaging with my peers was
beneficial as well as helpful and genuinely enjoyed interacting with you guys.
I also agree that spark was very beneficial as well as AI. It helped me expand
my thoughts as well as Broaden my ideas, And I hope that it has helped as both
become better writers in the future to become successful in what we’re trying
to achieve within English,
Student 11:Good evening, I enjoyed English 101. In the
beginning, I was terrified, and I didn’t know what to expect. I almost wanted
to give up by week two. But I liked your teaching style and how much knowledge
and information you provided. It felt like you understood our struggles and
wanted to make the learning process as smooth and successful as possible. I
appreciated how you broke down so many things for us, especially when drafting
essays and creating outlines. Your feedback was excellent and helpful. I also
found using ChatGPT helpful when I couldn’t understand specific topics or
needed quick answers to basic questions. ChatGPT taught me how to cite, along
with other resources. I didn’t use Spark often, but when I did, it helped me
gather ideas for my persuasive essay.
Student 12: Hello professor I really enjoyed taking this
class. When I first started this class, I felt like I wasn’t going to be able
to make a good connection or improve my writing. But of how you taught us it
made me really enjoy taking this class. I feel like I really loved your
teaching, even though this class was online feel like I had a good connection
with you because you were always there to help whenever I needed it. I really
like how engaged you are with us because the previous college I was attending.
I feel like the professors don’t really engage as much with the students. I
feel like your feedback was something I learned a lot from. I was able to take
that feedback and improve my writing. I didn’t use ChatGPT only because it was
hard for me to find it so I didn’t really get a chance to have an opinion on
that. I used spark a handful of times in this class and I really enjoyed using
it. I feel like it helped me a lot when I was having a hard time with my
assignments. I want to thank you for your time and engagement you had with us.
I really appreciate it.
Student 13: Hi Professor H. I just wanted to say this class
was amazing, it truly was a big help when coming to improving my writing. Your
teaching was great and I truly enjoyed all of the videos you had provided for
us throughout these past 8 weeks. I highly appreciated your feedback when it
came to grading assignments. I did not use ChatGPT or Spark so much but I am
hoping that during my journey I will be able to incorporate it more within my
courses. I am not a big fan of AI but I know it has both its good and bad.
Thank you for all you did in this course for us!
Student 14: I really enjoyed this class. I feel like I
really learned a lot, especially improving my writing. When starting this class
I was very insecure about my writing but getting to do the discussions and
learning about how to write a proper paper really helped me feel more confident
in my writing. I didn’t really use spark in this course. I wasn't too sure
about using AI because not everything is accurate, but I did use spark when I
needed more help in my assignments. I really feel like getting feedback on my
assignments was very beneficial to me because I was able to fix my writing when
I needed to. It also helped me to reach out to my classmates. That’s great you
were able to improve your writing achieving clarity and conciseness. Being able
to improve the structuring of arguments more effectively is a big key for
having a successful essay and improving that area to keep the reader engaged is
very beneficial.
Using ChatGPT as a learning tool was a positive experience
as well. It served as a quick resource for clarifying concepts, brainstorming
ideas, and refining my drafts. Having access to an AI tool like ChatGPT made
the writing process feel less daunting and provided immediate assistance when I
needed it most.
Lastly, I enjoyed using Spark to organize my thoughts and collaborate with
classmates. The platform’s features made it easy to share ideas and receive
feedback, enhancing the overall learning experience. Overall, this class has
been instrumental in my growth as a writer, and I look forward to applying what
I’ve learned in future writing endeavors. Thank you for a fantastic course!
Student 15: It's so great to hear that this English course
has been such a positive experience for you, especially online class. Feeling
confident to tackle the next level is a huge accomplishment. Our instructor
really nailed the communication structure, making everything clear and
manageable. I totally get the hesitation with using ChatGPT and Spark, but it
is awesome that they ended up being helpful. It's amazing how they can give
that extra push when you are feeling stuck and help deepen your thinking.
Fall 2
Student 16: Personally, the LAPU library and Spark were
helpful for research and formatting guidance A major turning point has been my
introduction to artificial intelligence. Before this class, I had never used AI
as a tool for generating ideas or seeking tutoring assistance. I am amazed by
the options it provides for learning and improving. AI has shown me new ways to
brainstorm, expand my vocabulary, and refine my writing skills. I love how easy
it is to use and the assistance it offers. I plan to continue using AI as a
resource to enhance my writing in the future.
This class has also given me valuable practical skills. I now feel more
confident writing formal letters to my boss and essays for other classes. These
skills have built a solid foundation for me to continue growing as a writer and
learner.
Overall, I would say this class has helped me improve my writing, expand my
vocabulary, and gain confidence. It has also broadened my perspective on the
resources available to support my growth. I am definitely excited to keep
applying these tools and strategies to further develop my abilities.
Student 17: Hi Professor, Spark was helpful in formatting my
research paper because it provided clear, step by step instructions for
properly setting up my paper in APA format. It guided me on how to format the
title page, headers, and reference page, which I often found challenging. The
examples in Spark showed me exactly how to cite sources correctly, both in text
and in reference list, which made my citations more accurate.
Student 18) What AI skills did you learn?
I have learned the AI using ChatGP, APA formatting mand APA
citation generator, the use of templates for your assignments, Google docs,
Tutor.com, and the Writing Hub .
6. Did you use Spark? If so how?
Student 19: Mentioning ChatGPT was
appreciated; it's a helpful tool for brainstorming, along with exploring
different phrasing options, but, as you mentioned, using it to improve your own
original ideas is important.
This term's success deserves your congratulations!
·
What resources were particularly helpful for
you?
I utilized the LAPU library as well as the
librarians a lot. I also found myself using ChatGPT for ideas on how to better
phrase things in a specific tone but still using my own words and verbiage when
it came to the actual paper. I also appreciated all of the professor provided
resources and used the class required book for help with formatting.
