Article Sidebar

Download
PDF
Statistic
Read Counter : 2 Download : 13

Main Article Content

Abstract

Artificial intelligence (AI) has a profound influence on various facets of modern-day society, notably within the realm of education. Its application in educational settings is extensive, primarily aimed at improving the methods of instruction and knowledge acquisition. Thus, this research investigates the impact of AI tools (ChatGPT, Google Bard) on the creative writing skills of Nigerian undergraduates using a pretest-posttest quasi-experimental research design. Eighty (80) third-year undergraduates participated in the study. Data were collected using pretest-posttest writing tasks. The writing scripts were graded using creative writing assessment rubrics. Paired sample t-test analysis was conducted to compare the pretest-posttest writing scores using SPSS. The results of the analysis showed a significant improvement in the participants’ overall writing scores after using the AI tools. The results also show significant improvement in all the aspects of creative writing: image, voice, characterization and story. Finally, the study makes some recommendations for practice and further studies.


 

Keywords

Artificial IntelligenceCreative WritingNigeria Undergraduates

Article Details

How to Cite
Salihu, A., Aliyu, M. M., & Nurchalis, N. F. . (2024). Impact of Artificial Intelligence (Chatgpt and Google-Bard) on Undergraduates’ Creative Writing Skills at A University in Northeastern Nigeria. Inspiring: English Education Journal, 7(2), 257–273. https://doi.org/10.35905/inspiring.v7i2.9567
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Adegoju, A., & Adeleke, J. (2019). Exploring creative writing skills among secondary school students in Nigeria. Journal of Educational and Social Research, 9(2), 43-49. https://doi.org/10.36941/jesr-2019-0044
  2. Adeoye, B., & Ogunmakin, A. (2020). Digitalization of education: Challenges and opportunities in Nigeria. In Handbook of research on efficacy and implementation of online learning in higher education (pp. 99-118). IGI Global. https://doi.org/10.4018/978-1-7998-4914-3.ch006
  3. Afdaliah, N., Uswatunnisa, & Marliana, R. (2019). The use of Google Docs to improve students’ writing ability. Inspiring: English Education Journal, 2(1), 73-82. https://doi.org/10.24036/inspiring.v2i1.67
  4. Ajayi, I. A., & Bolarinwa, O. K. (2018). Integration of information and communication technology (ICT) into Nigerian educational system: Implication for educational development. Advances in Multidisciplinary & Scientific Research, 4(3), 22-32.
  5. Alharbi, W. (2023). AI in the foreign language classroom: A pedagogical overview of automated writing assistance tools. Hindawi Education Research International, 2023, 1-15. https://doi.org/10.1155/2023/3678204
  6. Bateman, S., Wild, J., & Sumpter, D. J. T. (2022). The impact of AI-powered tools on creativity in writing: A mixed-methods study. Computers & Education, 168, 104163. https://doi.org/10.1016/j.compedu.2021.104163
  7. Brown, M. (2017). AI in education: Realizing the potential. Journal of Learning Analytics, 4(2), 47-63. https://doi.org/10.18608/jla.2017.42.6
  8. Demir, T. (2013). İlköğretim öğrencilerinin yaratıcı yazma becerileri ile yazma özyeterlik algısı ilişkisi üzerine bir çalışma. International Journal of Turkish Literature Culture Education, 2(1), 84-114.
  9. Everett, N. (2005). Creative writing and English. The Cambridge Quarterly, 34(3), 231-242. https://doi.org/10.1093/camqtly/bfi026
  10. Federal Ministry of Education. (2021). National Assessment of Educational Progress. Abuja, Nigeria: Author.
  11. Federal Republic of Nigeria. (2004). National Policy on Education (Revised). Federal Ministry of Education. Retrieved from http://nigeria-law.org/National%20Policy%20on%20Education.htm
  12. Hesham, A., Dempere, J., Akre, V., & Flores, P. (2023). Artificial intelligence in education (AIED): Implications and challenges. In A. Hesham, J. Dempere, V. Akre, & P. Flores (Eds.), Artificial Intelligence in Education (AIED): Implications and Challenges. In Proceedings of the HCT International General Education Conference (HCT-IGEC 2023) (pp. 126-140).
  13. Hidayati, N. N., & Nihayah, D. H. (2024). Google Translate, ChatGPT, or Google Bard AI: A study toward non-English department college students’ preference and translation comparison. Inspiring: English Education Journal, 7(1), 14-33. https://doi.org/10.24036/inspiring.v7i1.151
  14. Kahn, P. H., Carney, M., & Tare, M. (2021). Personalized tutoring with AI: A case study of language learning. Artificial Intelligence in Education, 1-20. https://doi.org/10.1007/978-3-030-75008-8_12
  15. Koos, S., & Wachsmann, S. (2023). Navigating the impact of ChatGPT/GPT-4 on legal academic examinations: Challenges, opportunities, and recommendations. Media Luris, 6(2), 255-270.
  16. Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2019). Multimodal literacy and digital tools: Researching new pedagogies. Routledge.
  17. Larkin, S. (2009). Socially mediated metacognition and learning to write. Thinking Skills and Creativity, 4, 149-159. https://doi.org/10.1016/j.tsc.2009.03.002
  18. Lee, Y.-J., Davis, R. O., & Lee, S. O. (2024). University students’ perceptions of artificial intelligence-based tools for English writing courses. Online Journal of Communication and Media Technologies, 14(1), e202412. https://doi.org/10.29333/ojcmt/12557
  19. Li, Y., Wang, M., Sun, Y., & Wang, W. (2020). Can AI writing assistants improve students' revision and writing quality? A study of middle school students. Computers & Education, 148, 103677. https://doi.org/10.1016/j.compedu.2019.103677
  20. Macarayan, E. R., et al. (2020). Artificial intelligence in education: Challenges and opportunities for the 21st century. International Journal of Artificial Intelligence in Education, 30(3), 335-350. https://doi.org/10.1007/s40593-020-00209-w
  21. Minot, S. (2003). Three genres: The writing of poetry, fiction, and drama (7th ed.). Upper Saddle River, NJ: Prentice Hall.
  22. Mozaffari, H. (2013). An analytical rubric for assessing creativity in creative writing. Theory and Practice in Language Studies, 3(12), 2214-2219. https://doi.org/10.17507/tpls.0312.20
  23. National Universities Commission. (2019). Benchmark Minimum Academic Standards (BMAS) for Nigerian Universities. National Universities Commission. Retrieved from https://www.nuc.edu.ng/wp-content/uploads/2019/06/2019BMAS.pdf
  24. Ogbonnaya, U. I., et al. (2020). Adoption of e-learning in Nigerian higher education: A preliminary investigation of students’ perceptions. International Journal of Human-Computer Interaction, 36(15), 1437-1447. https://doi.org/10.1080/10447318.2020.1836895
  25. Olaseni, J. O. (2019). Effective use of information and communication technology in disseminating national security information: A case study of the National Orientation Agency (NOA) Nigeria. International Journal of Information Management, 44, 133-141. https://doi.org/10.1016/j.ijinfomgt.2018.10.003
  26. Oral, G. (2012). Yine yazı yazıyoruz. Ankara: Pegem Akademi.
  27. Permata, I. W., & Purnawarman, P. (2024). Teacher’s perspective on the use of ICT in the classroom: Teacher elementary school context. Inspiring: English Education Journal, 7(1), 49-65. https://doi.org/10.24036/inspiring.v7i1.150
  28. Pratama, R. M. D., & Hastuti, D. P. (2024). The use of artificial intelligence to improve EFL students’ writing skills. English Learning Innovation, 5(1), 13-25. https://doi.org/10.21776/ub.eli.2024.005.01.02
  29. Salawu, I. O. (2015). Challenges of e-learning in Nigerian universities. International Journal of Educational Administration and Policy Studies, 7(7), 149-155. https://doi.org/10.5897/IJEAPS2015.0343
  30. Storey, V. A. (2023). AI technology and academic writing: Knowing and mastering the “craft skills”. International Journal of Adult Education and Technology (IJAET), 14(1), 1-15. https://doi.org/10.4018/IJAET.325795
  31. Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2023). Students’ perceptions of the use of AI in a writing class. Advances in Social Science, Education and Humanities Research, 624, 52-57. https://doi.org/10.2991/assehr.k.230802.008
  32. Susanto, H., Woo, D. J., & Guo, K. (2023). The role of AI in human-AI creative writing for Hong Kong secondary students. International Council of Teachers of English (ICTE) Newsletter.
  33. Utami, S. P. T., Andayani, Winarni, R., & Sumarwati. (2023). Utilization of artificial intelligence technology in an academic writing class: How do Indonesian students perceive?. Contemporary Educational Technology, 15(4), ep450.