ChatGPT and Its Genre Competence: An Exploratory Study

Research output: Journal contributionsJournal articlesResearchpeer-review

Standard

ChatGPT and Its Genre Competence: An Exploratory Study. / Brommer, Sarah; Frick, Karina; Bursch, Adriana et al.
In: Weizenbaum Journal of the Digital Society, Vol. 4, No. 4, 4.4.6, 2024.

Research output: Journal contributionsJournal articlesResearchpeer-review

Harvard

Brommer, S, Frick, K, Bursch, A, Rodrigues Crespo, M & Schwerdtfeger, LK 2024, 'ChatGPT and Its Genre Competence: An Exploratory Study', Weizenbaum Journal of the Digital Society, vol. 4, no. 4, 4.4.6. https://doi.org/10.34669/wi.wjds/4.4.6

APA

Brommer, S., Frick, K., Bursch, A., Rodrigues Crespo, M., & Schwerdtfeger, L. K. (2024). ChatGPT and Its Genre Competence: An Exploratory Study. Weizenbaum Journal of the Digital Society, 4(4), Article 4.4.6. https://doi.org/10.34669/wi.wjds/4.4.6

Vancouver

Brommer S, Frick K, Bursch A, Rodrigues Crespo M, Schwerdtfeger LK. ChatGPT and Its Genre Competence: An Exploratory Study. Weizenbaum Journal of the Digital Society. 2024;4(4):4.4.6. doi: 10.34669/wi.wjds/4.4.6

Bibtex

@article{9602cb9ef1b6434dbce7ff1bcb66a47e,
title = "ChatGPT and Its Genre Competence: An Exploratory Study",
abstract = "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{\textquoteright}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.",
keywords = "Language Studies, text type, genre competence, AI, ChatGPT, writing didactics, text type, text type competence, AI, ChatGPT, writing didactice",
author = "Sarah Brommer and Karina Frick and Adriana Bursch and {Rodrigues Crespo}, Marina and Schwerdtfeger, {Laura Katrin}",
note = "Special Issue: Education in the Digital World ",
year = "2024",
doi = "10.34669/wi.wjds/4.4.6",
language = "English",
volume = "4",
journal = "Weizenbaum Journal of the Digital Society",
issn = "2748-5625",
publisher = "Weizenbaum-Institut e. V.",
number = "4",

}

RIS

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 - Special Issue: Education in the Digital World

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 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 - text type

KW - text type competence

KW - AI

KW - ChatGPT

KW - writing didactice

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

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 - 4.4.6

ER -

DOI

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