Publication
Should AI-Assisted Academic Writing Be Brought to the Eap Classroom?
| datacite.subject.fos | Humanidades | |
| datacite.subject.sdg | 04:Educação de Qualidade | |
| dc.contributor.author | Lucas, Carmen | |
| dc.contributor.editor | Eurasia Conferences | |
| dc.date.accessioned | 2025-11-14T11:46:12Z | |
| dc.date.available | 2025-11-14T11:46:12Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | The artificial-intelligence (AI) chatbot ChatGPT that has taken the world by storm has made its formal debut in the scientific literature. On the internet, ChatGPT has been rapidly growing. This chatbot enables users to discuss with the AI by inputting prompts, and it is based on Open AI’s language model. At least four articles credit the AI tool as a co-author, as publishers cannot decide the best way to regulate its use. First, we need to recognise the significant role of ChatGPT in the current scenario, where everything went digital. So, shall we keep up with the pace or should we preserve the role of print, books, published papers? The value of ChatGPT is that it has been developed based on the neural language models that form the foundation of character, from the bottom up with talks in mind. This technology implies that the programme uses deep learning methods to analyse and produce text. The model ‘‘understands’’ the subtleties of human-produced natural language using vast amounts of data from the internet. To what extent is this actually reliable? Generative Pre-trained Transformer (GPT) architecture is the foundation of ChatGPT. Although ChatGPT is fantastic and produces exciting results for writing tales, poetry, songs, essays, and other things, it has certain restrictions. Users may ask the bot questions, and it will reply with pertinent, convincing subjects and replies. ChatGPT has now risen to the top of several academic agendas. Administrators create task teams and hold institution-wide meetings to react to the tools, with most of the advice being to adopt this technology. | por |
| dc.identifier.citation | Lucas, Carmen (2024). Should AI-Assisted Academic Writing Be Brought to the Eap Classroom? In 5th World Conference on Arts, Humanities, Social Sciences and Education. Vienna. ISBN 978-81-968539-1-4 | |
| dc.identifier.doi | 10.62422/978-81-968539-1-4-056 | |
| dc.identifier.isbn | 978-81-968539-1-4 | |
| dc.identifier.uri | http://hdl.handle.net/10198/35068 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.publisher | Eurasia Conferences | |
| dc.relation.ispartof | Abstracts of the 5th World Conference on Arts, Humanities, Social Sciences and Education | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | English for Academic Purposes (EAP) | |
| dc.subject | Artificial Intelligent (AI) | |
| dc.subject | ChatGPT | |
| dc.subject | Plagiarism | |
| dc.subject | Academic Writing | |
| dc.title | Should AI-Assisted Academic Writing Be Brought to the Eap Classroom? | eng |
| dc.type | conference object | |
| dspace.entity.type | Publication | |
| oaire.citation.conferenceDate | 2024 | |
| oaire.citation.conferencePlace | Online | |
| oaire.citation.endPage | 93 | |
| oaire.citation.startPage | 93 | |
| oaire.citation.title | 5th World Conference on Arts, Humanities, Social Sciences and Education | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 |