Minds vs machines: A comparative study of AI and teacher-generated summaries in ELT
This study investigates the differences between human-generated and AI-generated summaries in a remote English as a Foreign Language (EFL) lesson setting, addressing the research problem of how each approach captures and interprets lesson content. Utilizing Zoom-AI as the AI summarization tool,...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Castledown Publishers
2025-01-01
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| Series: | Technology in Language Teaching & Learning |
| Subjects: | |
| Online Access: | https://www.castledown.com/journals/tltl/article/view/1796 |
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| Summary: | This study investigates the differences between human-generated and AI-generated summaries in a
remote English as a Foreign Language (EFL) lesson setting, addressing the research problem of how
each approach captures and interprets lesson content. Utilizing Zoom-AI as the AI summarization
tool, the study compares its output with summaries created by ten human educators. Each participant
summarized the same lesson, providing a basis for direct comparison. The methodology involved
qualitative analysis, focusing on aspects such as content comprehensiveness, pedagogical judgment,
contextual understanding, and the recognition of classroom dynamics. The key findings have revealed
that while the AI-generated summary is significantly more efficient in capturing the content, it lacks
depth in educational insights and contextual nuances. Conversely, human-generated summaries appear
to have provided richer educational judgments and a better understanding of classroom interactions
but sometimes deviated from the core content, decreasing their educational value. The study suggests
a complementary approach, integrating AI’s efficiency with human expertise through a human-in-theloop system to enhance the overall quality and utility of educational summaries. These results have
important implications for integrating of AI in educational settings, highlighting the potential for AI to
assist educators and the irreplaceable need for the nuanced understanding and contextual interpretation
that human educators provide.
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| ISSN: | 2652-1687 |