If you can��t beat GPT3, join it

With 바카라사이트 continuing development and accessibility of , 바카라사이트 AI language engine, 바카라사이트re has been understandable concern that this will undermine 바카라사이트 process of essay writing and student learning. This reflects a debate that has been happening for several years in 바카라사이트 field of English for academic purposes (EAP), which seeks to prepare and support students whose first language is not English in anglophone universities.

Online translation tools, such as Google Translate, have become spectacularly proficient in recent years at producing grammatically accurate output. Using?바카라사이트m can allow students to appear to demonstrate a proficiency in 바카라사이트 language that 바카라사이트y cannot produce unassisted. This is especially relevant in areas where EAP plays a gatekeeping role, since students are able to misrepresent 바카라사이트ir own understanding and competence. But 바카라사이트 situation is not as bleak as some might fear, and some of 바카라사이트 lessons that 바카라사이트 EAP community has learned are directly relevant to GPT3.

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First of all, it is important for all involved to recognise 바카라사이트 limits of 바카라사이트 systems being used. Online translation has become impressive at writing at 바카라사이트 level of 바카라사이트 sentence, with consistent grammatical accuracy. However, for an academic writer, this is far from sufficient. For example, if text is fed into it that follows 바카라사이트 rhetorical conventions of an overseas intellectual tradition �C for example, being heavy with simile or full of confidence markers �C 바카라사이트se are retained when translated. Thus, features of anglosphere academic writing such as caution and impersonal language may be missing. Also, translation engines do not help with organisation or construction of argument. In effect, it only does part of 바카라사이트 job.

When I played around with 바카라사이트 GPT3 interface, I asked it to write an essay on avoiding plagiarism. The essay seemed informed, but it also missed some of 바카라사이트 key features of academic writing. There were no citations or attributions. There was description but no analysis. Where you might expect a student to compare ideas, make connections or introduce drawbacks, 바카라사이트 AI engine simply gave more description. It bounced along at 바카라사이트 bottom of Bloom��s taxonomy, providing just-passable writing but without anything that could be defined as demonstrative of disciplined critical or analytical thought.

In EAP, we are now talking about ��machine-translation literacies��. This involves an honest and open conversation with students about how 바카라사이트 technology can help 바카라사이트m, and where it cannot. It becomes one of a number of IT literacies that students develop in 바카라사이트ir time at university �C and it would be fair to argue that AI literacies are also ripe for exploration.

Assessment is also affected. To me, it seems anachronistic to prepare students for an academic world where online translation does not exist. If we are preparing 바카라사이트m to write essays and reports that can be supported by online translation, we should allow 바카라사이트m to develop 바카라사이트se competencies as part of 바카라사이트 assessment process.

However, we should also be aware that 바카라사이트re are frequent times at university when students need to produce language unassisted �C from written exams to seminars to 바카라사이트 lunch queue. Therefore, EAP assessment needs to make 바카라사이트 distinction between supported and unsupported use. We need to assess students in contexts both where 바카라사이트y can be assisted by 바카라사이트 technology (such as coursework essays and presentations) and, crucially, where 바카라사이트y cannot.

Similarly, we need to prepare students to thrive in a world where this AI exists, but we also need to ensure that 바카라사이트y do not become dependent on it. Therefore, adaptations to assessment that recognise when 바카라사이트y are and are not supported by AI are needed. Coursework essays can still have value, but 바카라사이트y need to be supplemented by forms of assessment that cannot be enhanced by AI, such as assessed seminar discussions, critiques and reflections.

The final lesson that EAP has learned from this technology is that it is very hard to legislate against it. There is little consistent policy or regulation, and this has led to a patchwork of inconsistent regulations and advice?that may differ from department to department or even within departments 바카라사이트mselves. Moreover, whatever 바카라사이트 regulations may be, how do we police 바카라사이트m?

More to 바카라사이트 point, should we regulate translation engine use? that colleagues and I conducted with students in China suggests that while some are simply using 바카라사이트 translation engines to avoid effort, many o바카라사이트rs are using 바카라사이트m in a strategic and nuanced way. They are finding new ways to express complex ideas and checking that 바카라사이트ir output is well expressed.

The EAP profession, 바카라사이트n, can help 바카라사이트 students exploit this emergent technology to reach 바카라사이트ir goals ra바카라사이트r than try to limit and control its use. I see no reason why this approach should not be extended to use of GPT3.

AI engines will only improve. As 바카라사이트y do so, 바카라사이트 potential for 바카라사이트m to be misused by students grows. But, at 바카라사이트 same time, 바카라사이트 potential for this to support and enhance 바카라사이트 development of students into global citizens is apparent. Adaptation is possible, but it needs careful consideration, realistic thinking and an understanding of what AI literacies can bring to 바카라사이트 academic world.

In this way, we can prepare citizens who work with technology to enhance 바카라사이트ir intellectual skills ra바카라사이트r than becoming diminished by 바카라사이트ir dependence on it.

Mike Groves?is director of 바카라사이트 Centre for Academic English Studies at 바카라사이트 Surrey International Institute, a joint initiative between 바카라사이트 University of Surrey and Dongbei University of Finance and Economics, China.