ChatGPT as an Educational Tool: Opportunities, Challenges, and Recommendations for Communication, Business Writing, and Composition Courses

This empirical study examines ChatGPT as an educational and learning tool.It investigates the opportunities and challenges that ChatGPT provides to the students and instructors of communication,business writing,and composition courses.It also strives to provide recommendations.After conducting 30 theory-based and application-based ChatGPT tests,it is found that ChatGPT has the potential of replacing search engines as it provides accurate and reliable input to students.For opportunities,the study found that ChatGPT provides a platform for students to seek answers to theory-based questions and generate ideas for application-based questions.It also provides a platform for instructors to integrate technology in classrooms and conduct workshops to discuss and evaluate generated responses.For challenges,the study found that ChatGPT,if unethically used by students,may lead to human unintelligence and unlearning.This may also present a challenge to instructors as the use of ChatGPT negatively affects their ability to differentiate between meticulous and automation-dependent students,on the one hand,and measure the achievement of learning outcomes,on the other hand.Based on the outcome of the analysis,this study recommends communication,business writing,and composition instructors to(1)refrain from making theory-based questions as take-home assessments,(2)provide communication and business writing students with detailed case-based and scenario-based assessment tasks that call for personalized answers utilizing critical,creative,and imaginative thinking incorporating lectures and textbook material,(3)enforce submitting all take-home assessments on plagiarism detection software,especially for composition courses,and(4)integrate ChatGPT generated responses in classes as examples to be discussed in workshops.Remarkably,this study found that ChatGPT skillfully paraphrases regenerated responses in a way that is not detected by similarity detection software.To maintain their effectiveness,similarity detection software providers need to upgrade their software to avoid such incidents from slipping unnoticed.

A practical exploration of primary school Chinese Writing Teaching based on experiential teaching approach--"Underwater World" as an example

In language teaching,the development of writing skills is an important and challenging teaching task.Writing performance is not only related to the vocabulary and syntax that students usually accumulate,but also involves richness in terms of content,which is related to students'experience and perception of context.Descriptive essays are one of the writing genres that include specific understanding and perception of space,time,and context.However,in traditional writing instruction,students usually do not have the opportunity to have a deeper sense of the context of the topic.As a result,students usually have limited expression in the writing process.Therefore,this study explores the application of experiential teaching method in teaching writing in elementary schools by taking the"underwater world"as an example.Based on this,an SVVR learning system was developed and a quasi-experiment was conducted in an elementary school writing classroom to compare the learning effects of this method with those of traditional teaching methods.The results of the study showed that the SVVR-supported experiential teaching method could improve students'writing performance as well as their sense of self-efficacy and self-efficacy.

For a Systematic Teaching of Research at the University: Some Avenues for Reflection Informed by the Academic Writing Course

Scientific research aims to understand the reality that surrounds us.It is defined by Benoit Gauthier as:“an activity of objective quest for knowledge on factual questions”.By virtue of its goal of objectively advancing knowledge in a particular field,it requires rigor,precision and method.As heuristic practice is not a natural exercise,the skills required in the development of scientific work need to be taught to students who are often helpless in face of these requirements.It is therefore important for the faculty to support and,even more so,to train students in research.The Faculty of French and Francophone Studies at Beijing Foreign Studies University(BFSU)propose an Academic Writing course accessible to students of the fourth year of the bachelor program.This article first offers a description of the course in its components,both theoretical and practical.Then,it analyses the weaknesses observed by the professor during his teaching and some reflections are proposed in order to try to develop a more systemic approach to research at university aimed at allowing a greater empowerment of the students coupled with more comprehensive training.

An application of Genre-based Teaching Approaches into the teaching of English reading and writing

There are several teaching approaches being used to instruct the reading and writing teaching, such as the product approach, the process approach and the genre approach. In a long period, the product approach and the process approach dominate the field of writing teaching. With the development of genre and genre-analysis theory, we begin to realize that genre-based approach is effective in improving students ’ reading comprehension and writing. Based on the analysis of the theory and on the present situations of college English teaching and personal teaching experience, the genre-based teaching approach is introduced to the writing and reading comprehension teaching.

A Study of Reflective Teaching in English Writing Classes

We are becoming very aware of the importance of reflective teaching in teaching practice. The author reflects her teaching behaviors by testing whether the students’writing skills have been improved or not through a series of measures, so as to make some progress in future teaching practice.

An Introduction to Interactive Teaching Mode and Its Implication in College English Writing Class

Interactive teaching mode refers to a dynamic process of teaching in which teachers and students and teaching materials will affect each other. It offers language learners a chance to communicate and exchange information frequently. Group cooperative leaning has long been considered to be one of the most important forms of the interactive teaching mode. English writing,one of the essential English language skills, is an integral part of college English teaching. The high or low level of English writing is a comprehensive reflection of various abilities. This paper aims to explore the application of the interactive teaching model in college English writing class in order to improve students' motivation and ability of English writing, thus can provide an effective way of learning to the current college English writing class.

Experiment of Adopting the Learner Blog in CALL-based Practical English Writing Course

The learner blog is adopted in the instruction of CALL-based Practical English Writing course for A-level non-Eng lish major sophomores in our school in the spring this year.After examining how the program is implemented in detail,sugges tions are provided for future instructors in this related program.To ensure the program a good start,it is advisable for instructors to set aside a certain time to help each student to create a blog account in the beginning.Besides,it is requisite to provide stu dents with blogs titles with elaborate design and with the evaluation and further comment of the blog in the course of face-toface communication.Using of blogs in CALL-based Practical English Course is helpful in improving students'writing quality,in gearing up self-introspection for participants,in creating cooperative learning community,in fostering autonomous learning and cooperative learning,in building up communicative channels between students and instructors and among students themselves.

How to Improve Chinese Students' English Writing from the Cultural Teaching and Learning

The Chinese students’English writing belongs to intercultural communication.Many problems occur mainly because the lack of the cultural awareness and knowledge,and it offers an angle for the discussion in the thesis.This thesis attempts to explore the relationship between culture and writing,and highlight the importance of culture teaching in English writing course.It is also designed to propose several approaches to development of English writing from both teachers’and students’perspective.

The Application of Thematic Progression in CET-4 Argumentative Writing Teaching

Based on the theoretical foundation of thematic progression construction, this paper introduces several common patterns of thematic progression and attempts to find applicability of patterns of thematic progression in the teaching of CET-4 argumentative writing from the perspective of discourse so as to show the implication of these patterns for the teaching of college English writing.

指向“学-练-评”一体化的高中英语应用文写作探究——以人教版(2019)高中英语教材B1 U1 Reading for Writing为例

本文借鉴高中英语“三段七步”读思写整合教学模式,结合具体教学课例,探究高中英语应用文写作课堂“学-练-评”一体化的有效路径。课例以建议信写作为目标,通过“读”“思”“写”三个阶段的活动对建议信的文体特征进行学、练、评,从而达成知识的学习理解、应用实践和迁移创新。基于本课教学实践,本文提出以下应用文写作教学建议:精“学”范文,聚焦文本特征,确定读写目标,促进学的高效输入;“练”“评”结合,应用文体特征,落实课堂目标,实现以评促学、以评促练,从而提升学生的应用文写作能力。

A Review of Researches on Teacher Written Feedback in ESL Writing Teaching

Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguistic knowledge,while others argue its impact on the learners may be less than what teachers would expect.The point to the different opinion is that neither of them takes students’English proficiency and their characteristics of learning English into consideration which may influence students’response to the teacher written feedback differently.

Application of Lexical Chunks in Teaching College English Writing

Lexical chunks,as one of the most important units with the feature of both grammar and vocabulary in a language use,as the smallest unit of language input,memory,storage and output,has a very broad application prospect in teaching college English writing.Lexical chunk is semi-refined language,which can be used as a whole stored in the memory,and can be extracted directly in use.Lexical chunks can effectively improve processing efficiency of the language resource information,alleviate learners ' timed writing pressure,overcome the influence of negative transfer of native language,to improve the students' writing fluency,accuracy and vitality.

Teaching Writing Through Small Group Conferencing

In view of the fact that most college English teachers in China invest a great deal of time and effort responding to students’ writing, but find students improve so little in their writing skills, I venture to put forward an alternative way of teaching writing in the paper, that is, teaching writing through small group conferencing. Compared with the traditional teaching methods small group conferencing has following advantages: (1) Saving evaluation time; (2) Providing better feedback; (3) Helping students critique their writing, etc. Since many empirical studies and teaching practices demonstrate that small group conferencing is an effective and efficient way of teaching writing, we have good reason to believe that it will become widespread in the college English teaching in China. \;

A Genre-Based Approach to Developing Learning and Teaching Academic Writing Skills With Relation to the Omani Technical Context

Teachers are supposed to apply the Genre-Based Approach(GBA)to teach academic writing in the Foundation Year Program(FYP)in the colleges of technology.However,students in these colleges find it difficult to produce a formal piece of academic work(Al-Husseini,2004).Students seem to face lot of writing problems and so the author conducted this study to have a better understanding of what is happening.He carried a questionnaire study to reveal the causes of difficulties in academic writing.The author restricted his focus on research to lack of practice in applying these skills in students’writing as that is more relevant in the technical colleges’context.The study proved that the absence of practicing learning and teaching academic writing due to the insufficient use of the GBA,partly discourage the adequate mastering of these skills.Following the GBA to tackle such problem might be useful.As a consequence,the author considers this research study’s results as an additional evidence for the value of the GBA in developing the learning and teaching of academic writing skills to FYP Omani students in the technical colleges.

Alternative Design of Postgraduate English Writing Course

This paper presents an alternative design of postgraduate English writing course to meet the requirement of the current postgraduate English teaching reform.The author believes that efficiently-organized writing activities based on practical needs could refresh teaching frame- work and consequently assist postgraduates in English writing.

New Thinking of Writing Teaching Based on Similarity Theory

The accumulation and reorganization of“article similar blocks”constitute people’s writing intelligence,which directly determines the writing ability of the article.The teaching of writing should focus on the core of students’writing intelligence,the construction of“article similarity block”,and the teaching should be organized and implemented according to the law of human brain thinking.The necessary screening and integration of similar blocks is the primary premise for the construction of“similar blocks”of the writing subject.It is undoubtedly an important task for writing teaching to construct these“similar blocks”in the cognitive structure of the subject.Article similarity block is always in a static state in the human brain.Only similarity activation can awaken and activate the sleeping“similarity block”,promote coupling resonance,and move towards similarity innovation.

Cultivation of Reading,Writing,and Critical Thinking in the Teaching of Selected Readings in American Literature

Selected Readings in American Literature is a required course for the third year of English major,and it is also a compulsory course for the Bachelor Degree of English Language and Literature at School of Foreign Languages,Leshan Normal University.The course uses the combination of English literary reading and course paper writing to develop students’English reading and writing skills,while focusing on the cultivating critical thinking skills of English majors.

Approaches to Teaching English Writing in College based on Collaborative Learning in the Network Milieu

The teaching process of English writing in the colleges can be carried out with more effective and innovative approaches in the network milieu,and the concept of collaborative learning can also become the basic teaching philosophy of English writing.The teaching conditions of English writing in some colleges and universities were analyzed.In general,the overall teaching conditions suffer from many deficiencies,which become the aspects for developing English writing teaching activities based on collaborative learning in the network milieu.Achieving the teaching outcomes of either collaborative English writing or English writing on the basis of collaborative learning is not easy.This paper will analyze the difficulty of college English writing teaching based on collaborative learning in the network milieu,and put forward specific suggestions for teaching.

English as a Foreign Language Teachers’Beliefs and Practices of Teaching Writing:The Case of Context Impact

Writing learning has a vital role in learning a foreign language.As a result,the way teaching writing is approached is also of great value.Moreover,the role of context in teaching writing is of significance when it comes to public and private teachers.Thus,the present study carried out to investigate the differences between second language(L2)writing teaching self-perceived beliefs(SPB)and self-perceived practices(SPP)of public and private English as a Foreign Language(EFL)teachers.Firstly,a questionnaire about EFL teachers’beliefs and practices of teaching writing and type of university was launched on Google using Google Form.Secondly,a group of universities teachers were sent the link of the questionnaire to fill it out.The results indicated that there was no significant difference between the total scores of beliefs and practices of teachers in terms of L2 writing teaching.However,there were significant differences between the majority of item scores of SPB and SPP.The results also revealed that public and private teachers did not differ significantly in terms of their SPP and SPB total and item scores.The important implications of the findings for EFL teachers’beliefs and practices research and writing pedagogy are discussed.