ELT Cast 126: How to increase one’s originality score when writing an academic text

https://www.youtube.com/embed/WNq5FWy5HwM?si=o9rz3kXm_OBw6Ldt&start=36

Context

This podcast is for anyone who wants to increase an originality score when writing an academic text.

What causes a low originality score?

Embracing one’s originality and process in academic writing: A guide for English language learners

Show notes

<aside> 💡

CoPilot (27/10/2024) was used to generate the text below, with an originality score of 0%.

</aside>

Create an academic text with a topic sentence, two evidence sentences with citations according to APA, 7th edition, two analysis sentences that provide warrants, connecting the evidence sentences to the topic sentence, and one linking sentence that connects the main idea of the current body paragraph to the main idea of the next body paragraph. List the complete reference below the body paragraph according to APA, 7th edition. The reference should come from a peer-reviewed journal article and the topic is using AI in formal education.

The integration of artificial intelligence (AI) in formal education significantly enhances personalized learning experiences. AI-powered tools in science education have been shown to improve learning outcomes by providing tailored feedback and adaptive learning paths (Almasri, 2024). Similarly, AI applications in education facilitate personalized learning by dynamically adjusting instructional content based on individual student performance (Yu, Chauhan, Iqbal, & Yeoh, 2024). These findings suggest that AI’s ability to customize educational experiences can address diverse learning needs, thereby improving overall student engagement and achievement. By leveraging AI technologies, educators can offer more targeted support, ensuring that each student receives the appropriate level of challenge and assistance. As AI continues to evolve, its role in enhancing personalized learning will likely expand, necessitating further exploration of its impact on educational equity and accessibility.

Reference: Almasri, F. (2024). Exploring the impact of artificial intelligence in teaching and learning of science: A systematic review of empirical research. Research in Science Education, 54(4), 977-997. https://doi.org/10.1007/s11165-024-10176-3

Yu, J. H., Chauhan, D., Iqbal, R. A., & Yeoh, E. (2024). Mapping academic perspectives on AI in education: Trends, challenges, and sentiments in educational research (2018–2024). Educational Technology Research and Development, 72(3), 408-423. https://doi.org/10.1007/s11423-024-10425-2

<aside> 💡

The body paragraph above was rewritten without using any form of AI (except spellcheck 🙂): translation software, grammar check, etc.) and resulted in an originality score of 100%.

</aside>

Science teachers who use generative AI personalize the learning of each learner based on personal needs and wants. Regardless of the level, science teachers motivate learners by adapting personalized and predictive feedback to each student (Almasri, 2024). Moreover, performance-based instruction allows for an ongoing adaptation of course content throughout the learning sequence (Yu, et al., 2024). Thus, science instructors who use AI find ways to tailor instruction and assessment that accommodate the cultural underpinnings of each student by basing their educational decisions based on the needs and wants of each learner. AI to shape instruction based on the backgrounds of the learner also applies to English language teachers.