ChatGPT and Its Genre Competence: An Exploratory Study
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
In: Weizenbaum Journal of the Digital Society, Vol. 4, No. 4, 2024.
Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
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 -