Utilizing artificial intelligence (AI) system to promote the narrative writing ability and self-directed learning of Hong Kong junior secondary school students = 透過人工智能系統提升初中學生的記敘文寫作能力及自主學習能力

Abstract

Language learning includes various abilities such as reading, writing, listening, and speaking, among others, and the importance of writing skills is undeniable. In recent years, the writing ability of secondary school students in Hong Kong is less than satisfactory. Alongside the development of artificial intelligence, integrating such technology into education has become a recent trend. Therefore, how to enhance students' writing skills by introducing artificial intelligence systems are likely to be significant. According to the data from the Education Bureau, junior secondary school students are in a stage of developing self-directed learning abilities. Hence, through relevant research, there is hope in exploring students' self-directed learning abilities. This research is anticipated to fill the gap of artificial intelligence system which applied to Chinese language learning, so as to explore the feasibility of artificial intelligence system applied to Chinese writing teaching. The research focuses on secondary two students and adopts action research approach, combining quasi-experimental and multiple case study methods. Both quantitative and qualitative research data are collected to investigate the following questions: 1) Is artificial intelligence system applicable for narrative writing for junior secondary school students? 2) Does an artificial intelligence system enhance the writing abilities of junior secondary school students in narrative writing? 3) Does self-directed learning system strengthen the self-directed learning ability for junior secondary school students during the writing process? The research participants are divided into three groups: experimental group 2, experimental group 1, and the control group, with approximately 23-32 students in each group respectively. Experimental group 2 receives narrative writing teaching using an artificial intelligence system in conjunction with narrative schema structures（圖式結構）. Experimental group 1 uses the KWL chart in conjunction with narrative schema structures, while the control group only utilizes narrative schema structures for writing teaching. The researchers employ an action research approach to design three-cycle writing and self-directed learning processes, continuously optimizing and refining based on classroom observations and feedback from the teachers. Following the principles of quasi-experimental research, the study designs, collects, and compares the writing performance of the three groups of students in their pre-test and post-test during the research. The changes in their attitudes towards self-directed learning are assessed using a questionnaire survey. Multiple case study methods are used to track two male and two female students from high and less abilities in each group. To apply qualitative and quantitative research data through classroom observations, semi-structured interviews, and text analysis, the effectiveness of the study is validated from multiple perspectives. The differences in writing abilities and self-directed learning capacities among the three groups of students are examined, thereby verifying the effectiveness of the artificial intelligence system on students' writing abilities and self-directed learning capacities. The research findings indicate that the introduction of artificial intelligence system in narrative writing instruction at the junior form helps improve students' writing abilities. In experiment group 2, both the total score and the scores for intention and indirect expression in the post-test showed statistically significant differences. However, in experiment group 1 (which did not involve the use of artificial intelligence system). Lastly, the control group, only the intention score showed a significant difference in the post-test. Regarding self-directed learning abilities, the research results show that although experiment Group 2, which utilized artificial intelligence systems, showed greater improvement compared to the control group, it was not as significant as experiment Group 1, which employed the KWL chart. This suggests that while artificial intelligence system contributes to enhance the self-directed learning abilities of junior students, they are not as effective as the KWL chart. In conclusion, artificial intelligence system has a positive impact on junior form students of their narrative writing abilities. However, their role in fostering self-directed learning abilities falls short of the effectiveness of the KWL chart. Therefore, incorporating artificial intelligence systems with the KWL chart in narrative writing instruction at the junior form students could achieve maximum results in improving students' writing abilities and self-directed learning skills. In addition, this study fills the research gap in the application of artificial intelligence systems in Chinese writing and proposes a theoretical framework that integrates self-directed learning, Chinese writing and artificial intelligence system. Based on the information obtained, the researchers have designed a teaching model that utilizes artificial intelligence systems to enhance writing skills and provide it for academic purposes.

語文學習涵蓋讀寫聽說等各種不同的能力，當中寫作能力的重要性毋庸置疑。近年香港中學生的寫作水平未如理想。除人工智能的發展，將相關技術融入教育項目屬近年教育界發展方向。因此希望透過引入人工智能系統，從而提升學生的寫作水平。根據教育局的資料顯示，初中學生屬於發展自主學習能力的學習階段，因此透過有關研究，探討提升學生自主學習能力的情況。 本研究期望能夠補足人工智能系統應用於中國語文學習的缺口，從而探討人工智能系統應用於中文寫作教學的可行性。本研究以中二級學生作為研究對象，採用行動研究法，結合準實驗研究法及多個案研究法，同時收集量性及質性研究數據，以探討：1）人工智能系統是否適用於初中學生的記敘文寫作教學？2）利用人工智能系統於記敘文寫作教學中，能否提升初中學生的寫作能力？3）在寫作過程中強調自主學習機制能否加強初中學生自主學習效果？研究對象分為實驗二組、實驗一組及控制組三個組別；每組約23-32人。實驗二組會引入人工智能系統配合記敘文圖式結構進行寫作教學、實驗一組則使用KWL自我檢測圖配合記敘文圖式結構、控制組則只利用記敘文圖式結構進行寫作教學。 研究員以行動研究法設計三個循環的寫作及自學教學流程，根據課堂觀察及參與研究的老師的反饋不斷優化改良；按準實驗研究法的原則，設計、收集並比較三組學生參與教學研究前後的寫作成績，以問卷調查法評量他們的自主學習態度的改變；採用多個案研究法定點追踪三個研究組高、低男女學生各二人，通過（課堂）觀察法、半結構式訪談法、文本分析法，以量性和質性研究數據多角度驗證本研究的成效，三組學生在寫作能力及自主學習能力上的分別，從而驗證人工智能系統對學生的寫作能力及自主學習能力的成效。 研究結果顯示，於初中記敘文教學中引入人工智能系統有助提升同學的寫作能力。當中實驗二組無論在總分、立意及間接抒情的後測的成績均達到統計學上的顯著差異。而未有應用人工智能系統的實驗一組及控制組，在後測中則只有立意一項達到顯著差異。 至於自主學習能力方面，研究結果顯示，應用人工智能系統的實驗二組的提升幅度雖然較控制組的為佳，但較之應用KWL自我檢測圖的實驗一組為細，反映出人工智能系統雖然有助提升初中學生的自主學習能力，但不及KWL自我檢測圖的作用大。 總括而言，人工智能系統對初中學生的記敘文寫作能力有正面影響。但自主學習能力方面的作用不及KWL自我檢測圖。因此，將人工智能系統結合KWL自我檢測圖的初中記敘文寫作教學對提升學生的寫作能力及自主學習能力將獲得最大效能。此外，本研究亦補充了人工能系統應用於中文寫作教學上研究的空白，並結自主學習，整理三者互相結合的理論框架。研究員根據所得的資訊，設計出一套利用人工智能系統促進寫作學習的教學模式建議，以供學界參考試用。