TY - JOUR

T1 - ChatGPT and Its Genre Competence

T2 - An Exploratory Study

AU - Frick, Karina

AU - Brommer, Sarah

AU - Bursch, Adriana

AU - Rodrigues Crespo, Marina

AU - Schwerdtfeger, Laura Katrin

PY - 2024

Y1 - 2024

N2 - Being able to reciprocate and produce different kinds of texts is a key quality and a core professional competence. Therefore, genre competence is funda-mental in not only educational and academic contexts but also professional environments. This paper addresses the extent to which text-generating AI tools could support the development of genre competence and how suitable they are as a tool for genre-based writing didactics. To answer this, it is nec-essary to examine whether AI tools, such as ChatGPT, are competent in terms of text genres. To do this, the re-search explores whether ChatGPT is capable of producing and revising genre-specific texts or identifying and analyzing genre-specific patterns and whether it produces different outputs in terms of genre. To examine these questions, we have conducted a pilot study that includes several different text types and several areas of application (gener-ating, revising, summarizing, classifying, and analyzing). The paper’s results relate to three aspects of “Education in the Digital World”: a) competencies, b) possible changes to educational and learning processes using AI tools, and c) appropriate tools for education in general.

AB - Being able to reciprocate and produce different kinds of texts is a key quality and a core professional competence. Therefore, genre competence is funda-mental in not only educational and academic contexts but also professional environments. This paper addresses the extent to which text-generating AI tools could support the development of genre competence and how suitable they are as a tool for genre-based writing didactics. To answer this, it is nec-essary to examine whether AI tools, such as ChatGPT, are competent in terms of text genres. To do this, the re-search explores whether ChatGPT is capable of producing and revising genre-specific texts or identifying and analyzing genre-specific patterns and whether it produces different outputs in terms of genre. To examine these questions, we have conducted a pilot study that includes several different text types and several areas of application (gener-ating, revising, summarizing, classifying, and analyzing). The paper’s results relate to three aspects of “Education in the Digital World”: a) competencies, b) possible changes to educational and learning processes using AI tools, and c) appropriate tools for education in general.

KW - Language Studies

KW - text type

KW - genre competence

KW - AI

KW - ChatGPT

KW - writing didactics

UR - https://ojs.weizenbaum-institut.de/index.php/wjds/article/view/4_4_6

M3 - Journal articles

VL - 4

JO - Weizenbaum Journal of the Digital Society

JF - Weizenbaum Journal of the Digital Society

SN - 2748-5625

IS - 4

ER -