ChatGPT and Its Genre Competence: An Exploratory Study
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In: Weizenbaum Journal of the Digital Society, Vol. 4, No. 4, w4.4.6, 24.06.2024.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - ChatGPT and Its Genre Competence
T2 - An Exploratory Study
AU - Brommer, Sarah
AU - Frick, Karina
AU - Bursch, Adriana
AU - Rodrigues Crespo, Marina
AU - Schwerdtfeger, Laura Katrin
N1 - Publisher Copyright: © 2024, Weizenbaum Institute. All rights reserved.
PY - 2024/6/24
Y1 - 2024/6/24
N2 - Being able to reciprocate and produce different kinds of texts is a key quality and a core professional competence. Therefore, genre competence is fundamental 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 necessary to examine whether AI tools, such as ChatGPT, are competent in terms of text genres. To do this, the research 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 (generating, 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 fundamental 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 necessary to examine whether AI tools, such as ChatGPT, are competent in terms of text genres. To do this, the research 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 (generating, 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
KW - AI
KW - ChatGPT
KW - text genre
KW - text genre competence
KW - writing didactics
UR - http://www.scopus.com/inward/record.url?scp=105010595376&partnerID=8YFLogxK
U2 - 10.34669/wi.wjds/4.4.6
DO - 10.34669/wi.wjds/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
M1 - w4.4.6
ER -