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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| Format: | Article |
| Language: | English |
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Castledown Publishers
2025-01-01
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| Series: | Technology in Language Teaching & Learning |
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| Online Access: | https://www.castledown.com/journals/tltl/article/view/1796 |
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| author | Osama Koraishi Çiğdem Karatepe |
| author_facet | Osama Koraishi Çiğdem Karatepe |
| author_sort | Osama Koraishi |
| collection | DOAJ |
| description |
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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| format | Article |
| id | doaj-art-8e6b57db4f2a42feaae1bf97f1e83369 |
| institution | Kabale University |
| issn | 2652-1687 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Castledown Publishers |
| record_format | Article |
| series | Technology in Language Teaching & Learning |
| spelling | doaj-art-8e6b57db4f2a42feaae1bf97f1e833692025-01-31T03:29:59ZengCastledown PublishersTechnology in Language Teaching & Learning2652-16872025-01-017110.29140/tltl.v7n1.1796Minds vs machines: A comparative study of AI and teacher-generated summaries in ELTOsama Koraishi0Çiğdem Karatepe1Bursa Uludağ UniversityBursa Uludag University 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. https://www.castledown.com/journals/tltl/article/view/1796Artificial Intelligence (AI)Artificial Intelligence in Education (AIEd)Discourse AnalysisTeacher EducationZoomEnglish as a Foreign Language (EFL) |
| spellingShingle | Osama Koraishi Çiğdem Karatepe Minds vs machines: A comparative study of AI and teacher-generated summaries in ELT Technology in Language Teaching & Learning Artificial Intelligence (AI) Artificial Intelligence in Education (AIEd) Discourse Analysis Teacher Education Zoom English as a Foreign Language (EFL) |
| title | Minds vs machines: A comparative study of AI and teacher-generated summaries in ELT |
| title_full | Minds vs machines: A comparative study of AI and teacher-generated summaries in ELT |
| title_fullStr | Minds vs machines: A comparative study of AI and teacher-generated summaries in ELT |
| title_full_unstemmed | Minds vs machines: A comparative study of AI and teacher-generated summaries in ELT |
| title_short | Minds vs machines: A comparative study of AI and teacher-generated summaries in ELT |
| title_sort | minds vs machines a comparative study of ai and teacher generated summaries in elt |
| topic | Artificial Intelligence (AI) Artificial Intelligence in Education (AIEd) Discourse Analysis Teacher Education Zoom English as a Foreign Language (EFL) |
| url | https://www.castledown.com/journals/tltl/article/view/1796 |
| work_keys_str_mv | AT osamakoraishi mindsvsmachinesacomparativestudyofaiandteachergeneratedsummariesinelt AT cigdemkaratepe mindsvsmachinesacomparativestudyofaiandteachergeneratedsummariesinelt |