语言学代写ASSIGNMENT Linguistics代写

Tech-Mediated Teaching Project (Group/Individual Work; 25%)

语言学代写ASSIGNMENT students will explore and evaluate the affordances of AI-based chatbots as an example of innovative technologies available for L2 teaching

In this project, students will explore and evaluate the affordances of AI-based chatbots as an example of innovative technologies available for L2 teaching, while developing activities to teach a range of L2 (English) skills. The project consists of two parts: Individual tech exploration and group tech report, as follows:

• Individual exploration of AI-based chatbots & data collection for TMT/GC projects (10%)
  • KukiActivities (4%, due by March 10)
  • ChatGPT (4%, due by March 14)
  • New Bing (2%, due by March 14)
• Group report (15%, due by March 20)

Individual Exploration of AI Chatbots (10%)  语言学代写ASSIGNMENT

1. Students interact with Kuki, ChatGPT, and New Bing on FIVE or more everyday topics given below.
   • Topic 1. Hobbies
   • Topic 2. Food
   • Topic 3. Friends & family
   • Topic 4. Travelling
   • Topic 5. Career plans
   • Topic6 to Topic 10.  Your chosen, additional everyday topics

If you have already had sufficient conversations with Kuki during Week 2 to Week 6 on Topic 1 to 5, you do NOT need to repeat those conversations with Kuki–if not, please do. You have two options.  语言学代写ASSIGNMENT

• Option A: Interact with Kuki, ChatGPT, and New Bing, respectively, on FIVEtopics (15 sets of interactions in total) and provide logs with some DETAILS
• Option B: Interact with Kuki, ChatGPT, and New Bing, respectively, on TENtopics (30 sets of interactions in total) and provide CONCISE logs

Each interaction is supposed to be approximately five mins long or longer. Bing allows ten turns at most, so the interaction with Bing could be shorter.

2. After each interaction with each chatbot, write a log, using the format below. Four example logs are provided–A and C are considered relatively detailed and B and D are considered concise. (Note that the previous logs you submitted–interesting points you wrote down–will be used as part of your reflection, as well. Nothing is wasted!

Log Format

Your name:

Chatbot:

Topic	Teaching Ideas or Teaching Prep  Ideas (L2 skills, (objectives), outlines, etc.)	Strengths	Issues/Concerns

Example logs (interaction with Kuki)

Topic	Teaching Ideas or Teaching Prep  Ideas (L2 skills, (objectives), outlines, etc.)	Strengths /benefits	Issues/Concerns
A. TV shows	– Teaching speaking – Ss will be able to 1. interview Kuki about her favorite and her least favorite TV shows and the reasons. 2. make a list of words/phrases to describe TV shows (from conversations with Kuki) 3. describe their own favorite and least favorite TV shows and give reasons. – Ss have a conversation with Kuki about favorite and least favorite TV shows – Ss write down expressions to describe TV shows and to give reasons from their conversation with Kuki	– Provide vocab/expressions related to TV shows via authentic examples (e.g., The Simpsons) – Expose Ss to other vocab additionally (e.g., equally) 语言学代写ASSIGNMENT	– No feedback on accuracy – Repeated answers – Communication breakdown after a few turns – Useful to practice short conversations only
B. TV shows	– Teaching speaking – (You don’t need to write objectives) – Having a conversation with Kuki about favorite and least favorite TV shows	– Provide vocab/expressions related to TV shows via authentic examples (e.g., The Simpsons)	– Communication breakdown after a few turns

• For your information, this is a conversation I had for the example activity above.

Example logs (interaction with ChatGPT)

Topic	Teaching/Teaching Prep  ideas (L2 skills, (objectives), outlines, etc.)	Strengths /benefits	Issues/Concerns
C. TV shows	– Teaching speaking – Ss will be able to 1. talk about the plots and characters in their favorite TV shows with ChatGPT 2. describe features of TV shows genres – Ss have a conversation with ChatGPT about their favorite TV shows in terms of the plots and characters – Ss ask and answer questions, using typical features of different TV show genres – Ss give their partner a summary of their conversations with ChatGPT – Ss compare their conversations with ChatGPT with their partner’s conversation with the chatbot	– Provide  a range of vocab/expressions related to TV shows via authentic examples – Follow-up questions are available without communication breakdown  语言学代写ASSIGNMENT – Expose Ss to additional expressions, facilitating incidental vocab/lexical learning  (e.g., catch one’s interest) – Paraphrasing is available when asked – Focusing on accuracy is possible when explicitly asked	– Personal conversations available only when a specific interpersonal role is given (e.g., act as my friend) – Questions or prompts should be specific – Conversations are too formal
D. TV shows	– Teaching speaking – Having a conversation with ChatGPT about their favorite (or popular) TV shows, focusing on plots, characters, and genre-specific  features to learn/practice expressions that describe TV shows/genres	– Provide  a range of vocab/expressions related to TV shows via authentic examples (e.g., Breaking Bad…)	– Personal conversations available only when a specific interpersonal role is given (e.g., act as my friend)

• For your information, this is a conversation that I had for the example activity above.

3. Download all your actual chats with each AI chatbot (or take screenshots of chats with Bing) and submit the downloaded files AND corresponding logs.

#### How to download your chats?

A.Kuki

PC Users (and some mac users)

1. Open Chrome, log in to the Kuki webpage, and then scroll up all the way. You will see “Start of Conversation History”
2. Put your mouse on the conversation part and right click.
3. SelectSave as, and then Webpage, Single file asSave as Type.
4. Save the file with an appropriate title.
5. Check the file shows chats as you see on the webpage

Mac users (if the above method does not work)  

1. Open Safari, log in to the Kuki website, and then scroll up all the way. You will see“Start of Conversation History”
2. Put your mouse on the conversation part and right click.
3. Select Save Page As, and thenWeb Archiveas Format
4. Save the file with an appropriate title.
5. Check the file shows chats as you see on the webpage

B.ChatGPT

Use the same method but need to download conversations per interaction–you cannot access your chat history.

C.New Bing

You cannot download chats with New Bing, so take screenshots of selected parts per interaction/topic.

Group Report (15%)

Part 1. Understanding language produced by chatbots (In-class activity, 2%)

Students will analyze the language that each chatbot produces using AntConc or/and COCA and L2 theories.  (We started this activity in class (03/15) and we will finish in class (03/27) You do not have to work on this outside the class)

Part 2. Developing classroom activities that use AI-based chatbots (13%)

1. Within your group, share the teaching ideas/activities you put in your logs.
2. Discuss which activities would be most effective/appropriate for your imagined students and contexts (if not, create one), and select one activity for each language skill (teaching grammar, vocab, speaking, listening, writing, or reading; a task in TBI lessons), with the total of SEVEN activities.

3. Provide the following information for each activity in your report

• Chatbot(s) to be used for your activity
• Language skill (i.e., teaching grammar, vocabulary, speaking, listening, writing, reading, and tasks in TBI)
• Student proficiency levels (low, intermediate, advanced)  语言学代写ASSIGNMENT
• Age or grade
• Proficiency components (i.e., complexity, accuracy, fluency, vocabulary)
• SPECIFIC Topic (e.g., favorite foods, how to make friends, atmosphere in Titan)
• Target grammar & structure (e.g., present perfect, have you ever p.p….?)
• Target vocabulary (e.g., words for taste such as mild, spicy, savory, sour) & expressions (e.g., a rich, creamy texture, a tangy aftertaste, a refreshing burst, a full, satisfying taste)
• Lesson/activity objectives (e.g., Ss will be able to …)
• The outline of the activity
• Rationale behind the activity design, focusing on the benefits of using your chosen chatbot(s), based on TWO or more L2 teaching principles or theories introduced in our textbook chapters and articles. Make sure to cite sources using the APA (7th) style.
• One or more limitations / issues / concerns and how you address them (after you try out the activity using your chosen chatbots)
• Include the reference list at the end of your report

Citing a book chapter in APA, 7th (Link)

In the reference list

e.g., Chapter 3 of our textbook

Grabe, W. & Stoller, L. (2018). Building an effective reading curriculum: Guiding principles. In J. M. Newton, D. R. Ferris, C. C. M. Goh, W. Grabe, F. L. Stoller, & L. Vandergrift (Eds.), Teaching English to second language learners in academic contexts: Reading, writing, listening, and speaking (pp. 28–47). Routledge.

e.g., Brown & Lee (2015) Ch2

Brown, H. D., & Lee, H. (2015). A century of language teaching. In Teaching by principles: An interactive approach to language pedagogy (4th ed.) (pp. 14-38). Pearson Edu Australia.

e.g., Brandl (2020) Ch1

Brandl, K. (2020). Principles of communicative language teaching and task-based instruction. In Communicative language teaching in action: Putting principles to work (2nd ed.) (pp. 1-35). Cognella.

e.g., Brandl (2020) Ch2

Brandl, K. (2020). Short-term and daily lesson planning. In Communicative language teaching in action: Putting principles to work (2nd ed.) (pp. 36-76). Cognella.

e.g., Lightbown & Spada (2021) Ch4

Lightbown, P. M. & Spada, N. (2021). Explaining second language learning. In How languages are learned (5th ed.) (107-132).  语言学代写ASSIGNMENT

e.g., Friginal & Cox (2023)

Friginal, E, & Cox, A. (2023). Corpus uses in language teaching. In E. Hinkel (Ed.), Handbook of practical second language teaching and learning. (pp. 161-172). Routledge.

In-text citation

e.g., Chapter 3 of our textbook

Grabe and Stoller (2018) suggest that one important principle of teaching reading …; One important principle … (Grabe & Stoller, 2018); Add the page number for a direct quotation.

Template/Example of Group Report, Part 2

Try NOT to exceed 1.5 pages per activity (12 pts, single spacing).

(Title page)  Course: LIN/LTL 487

Tech-Mediated Teaching Project: Developing AI Chatbot-based Classroom Activities

Group:

Group members:

(Main pages) Activity #1. Teaching reading

Activity #2. Teaching writing

Activity #3. Teaching listening

Activity #4. Teaching speaking

Activity #5. TBI activity (an example is given below)

Activity #6. Teaching grammar: expand on one activity out of 1 to 5

Activity #7. Teaching vocabulary: expand on one activity out of 1 to 5

References

EXAMPLE

Activity 5. TBI activity (Speaking & Writing)

1. Initial idea provider (XXX), activity developers(XXX, XXX), reviewer (XXX, XXX)
2. Chosen Chatbots: ChatGPT & BING
3. Student information: Intermediate level, ESL speakers, Grade 7 to 9
4. Target Language

• Proficiency components: fluency, vocabulary
• Topic:Favorite foods
• Target grammar/structure: present perfect e.g., Have you ever tried/been to….?
• Targetvocabulary/expression: (words describing taste) umami, tart, smoky, nutty, a rich, creamy texture, a tangy aftertaste, a refreshing burst, a full, satisfying taste, etc.  语言学代写ASSIGNMENT

5. Activity objective(s): Ss wbat 1) create a restaurant menu featuring global cuisine with descriptions of ingredients, tastes, and origins; 2) take orders from their guests.

6. The outline of the activity

• Each group member asks ChatGPT about three or more representative dishes for their chosen country and collects information on the ingredients and tastes of the dishes.
• Each group member asks BING similar questions and confirms the information from ChatGPT while collecting additional information available on the Internet, for example, interesting stories, events, or health benefits regarding each dish.
• All members share their collected information and select dishes that are different from each other in terms of tastes and ingredients.
• Each group creates a menu featuring global cuisine with descriptions of ingredients, tastes, and origins
• Students explain their menus to guests (students in other groups) and take orders, using “have you ever tried…?”

7. Rationale

This part is where you specify the theoretical/conceptual support and grounding for your activity to explain/justify how this activity, particularly using your chosen chatbots, is supported by specific L2 theories and/or principles.

8. Issues/limitations (will be) addressed/resolved

This part is where you discuss issues or limitations of using your chosen chatbots for the activity that you design, if any, after you try your activity. You can also include how you will address them (if possible) or how you addressed them (if you did already). For example, your activity involves gathering information about personal preference, but ChatGPT does not directly respond to questions on personal preferences–this is an issue. To deal with this issue, you can finetune the prompts, your questions, by asking ChatGPT to do a role play and act as your friend. Some issues cannot be resolved easily. In that case, you can include the issue(s) or limitation(s) and why it is important to address this.

Rubric  语言学代写ASSIGNMENT

Individual Chatbot Exploration (10 pts)

Kuki activities (4.0 pts)

• Do submitted chats show sufficient interaction on each topic? (2 pts)
• Do submitted logs include necessary and sufficient information? (2 pts)

ChatGPT activity (4.0 pts)

• Do submitted chats show sufficient interaction on each topic? (2 pts)
• Do submitted logs include necessary and sufficient information? (2 pts)

MS Bing activity (2.0 pts)

• Do submitted chats show sufficient interaction on each topic? (1 pt)
• Do submitted logs include necessary and sufficient information? (1 pt)

Analysis of language produced by AI chatbots (2 pts)

• Are the analyses methodologically appropriate and coherent? (1 pt)
• Are the interpretations of the results logical and coherent? (1 pt)

Group Report (13 pts)

• Does the group report include seven activities, with each dealing with one specific L2 skill (or TBI-task)? (1 pt)
• Does the group report include all necessary information for each activity? (5 pts)
• Does the group report provide sufficient and coherent details for necessary points? (7 pts)

 

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