Research Article
Burçin Hasanbaşoğlu, Mustafa Baloglu
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep637
ABSTRACT
The introduction of artificial intelligence-powered large language models has revolutionized academic writing and transformed conventional practices into richer experiences, which has opened new avenues for brainstorming, drafting, and revising written work. This study examined how academically gifted college students used ChatGPT in academic writing. The participants were nine academically gifted students enrolled in a freshman English course at a tier-one public university in Türkiye. To examine the purposes and stages of use, we subjected students’ ChatGPT conversations to content analysis. Drawing on 52 chat prompts and a structured focus group, we mapped when and why gifted students deployed ChatGPT across planning, drafting, and revision. The findings identified several potential contributions (i.e., efficiency, adaptability, and incidental learning) and risks (i.e., integrity, reliability, originality, and dependence) of using the large language model tools, informing AI literacy, and assessment design in higher education.
Keywords: ChatGPT, academically gifted, academic writing, college students, gifted
Research Article
Amina Bashir, Aamir Aziz, Muhammad Imran, Norah Almusharraf
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep568
ABSTRACT
With technological advancement, multimodality has received paramount importance in teaching and learning. Different technology-based assistance is available nowadays, and computer-assisted language learning (CALL) is one of them. It uses computer-based tools, materials, resources, and information to assist second language learning. Motivation keeps learners focused and persistent, making them more willing to communicate in a second language. This quantitative study unearths how the use of multimodal pedagogical resources motivates language learners and promotes their willingness to communicate (WTC). For this purpose, data is collected from the English language learners of three semesters from the department of English, University of Sahiwal. From the 3rd, 5th, and 7th semesters, the data is collected using Google Forms, and a five-point Likert scale questionnaire is utilized as the research instrument. The responses are analyzed descriptively using SPSS 29. The validity and reliability analysis of the questionnaire is also done to check the quality and strength of the instrument utilized. Inferential Statistical Analysis is done by using two non-parametric tests, the Mann-Whitney U Test and Kruskal-Wallis H test. From the responses received and the descriptive analysis, it is observed that the use of multimodal pedagogies motivates the learners and makes them more willing to communicate in the target language not only inside the classroom but also outside the classroom.
Keywords: CALL, motivation, WTC, multimodal pedagogy, multimodality