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l J
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Vo
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15
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2
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11
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rti
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telli
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AI)
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s
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ic
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ly
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ts.
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y
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m
ix
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ly
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c
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t
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g
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ti
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ly
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h
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ra
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ter.
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is
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th
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rtan
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ra
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iffere
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wa
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ffe
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s
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rticle
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e
CC B
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ci
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g
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tific
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in
tellig
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(
AI
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a
p
p
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h
es
b
ec
au
s
e
o
f
its
tr
em
en
d
o
u
s
p
o
ten
tial.
Gen
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ativ
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tific
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tellig
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ce
(
GAI
)
tech
n
iq
u
es
ar
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ee
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s
v
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en
ef
icial
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ac
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ak
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tial
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ess
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v
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th
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v
ar
io
u
s
n
e
ed
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o
f
t
h
e
ir
clien
ts
th
r
o
u
g
h
s
p
ec
ialized
r
o
les
[
1
]
.
A
f
ew
ex
am
p
les
o
f
th
ese
A
I
to
o
ls
a
r
e
Go
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C
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ter
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r
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ag
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[
2
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.
G
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ab
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latin
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f
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an
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p
p
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r
t
s
o
v
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a
h
u
n
d
r
ed
lan
g
u
ag
es
[
3
]
.
T
u
r
n
itin
is
an
o
t
h
er
s
o
f
twar
e
f
o
r
d
etec
tin
g
p
lag
iar
is
m
[
4
]
.
T
u
r
n
itin
h
as
r
ed
u
ce
d
th
e
p
e
r
ce
n
tag
e
o
f
s
tu
d
en
ts
’
p
lag
iar
is
m
.
Gr
am
m
ar
l
y
is
an
AI
-
p
o
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ed
wr
itin
g
ass
is
tan
t
to
o
l
th
at
h
elp
s
u
s
er
s
cr
af
t
th
eir
wr
itin
g
[
5
]
.
I
t
is
h
elp
f
u
l
in
d
if
f
e
r
en
t
ty
p
e
s
o
f
wr
itin
g
.
I
t
h
as
Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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tif
I
n
tell
,
Vo
l.
15
,
No
.
2
,
Ap
r
il
20
26
:
11
21
-
11
31
1122
f
u
n
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n
s
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tin
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m
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m
s
wh
ile
m
ain
tain
in
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th
e
m
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n
in
g
[
6
]
.
On
a
m
o
r
e
p
o
s
itiv
e
n
o
te,
AI
wr
itin
g
to
o
ls
s
u
ch
as
Gr
am
m
ar
ly
,
Qu
illB
o
t,
W
o
r
d
tu
n
e,
an
d
J
en
n
i
h
av
e
b
e
en
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wn
to
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ig
n
if
ican
tly
en
h
an
ce
s
tu
d
en
ts
’
wr
itin
g
s
k
ills
.
T
h
ese
to
o
ls
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p
lo
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v
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ce
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alg
o
r
ith
m
s
to
d
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t
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m
m
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r
o
r
s
in
g
r
am
m
a
r
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p
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n
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d
s
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il
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o
f
f
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n
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eted
s
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g
g
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s
to
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ity
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s
ty
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tic
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u
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ty
.
I
n
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itio
n
,
th
e
y
p
r
o
v
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d
e
s
p
ec
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f
ea
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r
es,
in
clu
d
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g
p
a
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asin
g
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d
s
en
ten
ce
r
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in
em
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t,
wh
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s
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p
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m
o
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f
ec
tiv
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d
p
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h
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wr
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ex
p
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[
7
]
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illB
o
t,
an
o
th
er
AI
-
b
ased
to
o
l,
s
p
ec
ializes
in
p
ar
ap
h
r
asin
g
b
y
en
a
b
lin
g
s
tu
d
en
ts
to
av
o
id
p
lag
iar
is
m
wh
ile
p
r
eser
v
in
g
th
e
o
r
ig
in
al
m
ea
n
in
g
o
f
th
eir
co
n
ten
t
[
8
]
.
GAI
ca
n
d
o
a
wid
e
r
a
n
g
e
o
f
ac
tiv
ities
s
ig
n
if
ican
tly
m
o
r
e
ef
f
ec
tiv
ely
th
a
n
h
u
m
an
s
.
G
AI
s
y
s
tem
s
u
s
u
ally
co
m
p
lete
task
s
q
u
ic
k
ly
an
d
with
f
ew
e
r
r
o
r
s
,
p
a
r
ticu
lar
ly
r
eg
ar
d
in
g
r
e
p
etitio
u
s
d
etails.
An
o
th
er
im
p
o
r
tan
t
a
p
p
licatio
n
o
f
AI
in
wr
itin
g
is
its
ab
ilit
y
to
ex
p
e
d
ite
th
e
liter
atu
r
e
r
e
v
iew
p
r
o
ce
s
s
,
wh
ich
d
ea
ls
with
lar
g
e
v
o
lu
m
es
o
f
p
ar
tially
s
tr
u
ctu
r
ed
(
m
eta)
d
ata
[
9
]
.
T
h
e
i
m
p
ac
t
o
f
AI
o
n
ed
u
ca
tio
n
an
d
its
p
o
ten
tial
as
a
teac
h
in
g
to
o
l,
a
r
e
s
till
u
n
k
n
o
wn
[
1
0
]
.
Fu
r
th
er
m
o
r
e,
o
n
g
o
in
g
r
esear
ch
co
n
tin
u
es
to
ex
am
i
n
e
th
e
ef
f
ec
ts
o
f
AI
wr
itin
g
to
o
ls
o
n
v
ar
io
u
s
d
im
e
n
s
io
n
s
o
f
wr
itin
g
p
er
f
o
r
m
an
ce
.
Fo
r
ex
am
p
le,
o
n
e
s
tu
d
y
r
ep
o
r
ted
th
at
AI
wr
itin
g
to
o
ls
s
u
ch
as
AI
Kak
u
,
a
wid
ely
u
s
ed
J
ap
a
n
ese
-
d
ev
elo
p
ed
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
ap
p
licatio
n
,
m
a
y
h
el
p
r
ed
u
ce
c
o
g
n
itiv
e
b
ar
r
ier
s
am
o
n
g
E
n
g
lis
h
as
a
f
o
r
eig
n
la
n
g
u
ag
e
(
E
FL)
lear
n
e
r
s
d
u
r
in
g
th
e
p
r
o
d
u
ctio
n
o
f
wr
itten
E
n
g
lis
h
tex
ts
[
1
1
]
.
Neu
tr
al
n
etwo
r
k
s
,
lear
n
er
m
o
d
e
ls
,
an
d
alg
o
r
ith
m
s
o
f
f
er
h
elp
f
u
l
in
f
o
r
m
atio
n
th
at
ca
n
g
u
id
e
ch
o
ices
ab
o
u
t
lear
n
in
g
p
ath
way
s
,
co
n
ten
t
s
elec
tio
n
,
co
g
n
itiv
e
ass
is
tan
ce
,
an
d
s
tu
d
en
t
-
ce
n
ter
ed
d
is
cu
s
s
io
n
,
am
o
n
g
o
th
er
a
r
ea
s
o
f
ed
u
ca
tio
n
[
1
2
]
.
E
d
u
ca
tio
n
i
n
ter
tiar
y
s
ch
o
o
ls
n
ee
d
s
to
u
n
d
e
r
s
tan
d
GAI
a
n
d
its
v
ar
io
u
s
f
u
n
ctio
n
s
,
d
is
tin
g
u
is
h
in
g
b
etwe
en
its
s
u
p
p
o
r
tiv
e
r
o
le
an
d
th
e
p
o
ten
tial
f
o
r
f
ac
ilit
atin
g
ch
ea
tin
g
.
E
v
e
n
if
AI
h
as
ad
v
a
n
ce
d
s
ig
n
if
ican
tly
,
h
u
m
an
p
r
o
b
le
m
-
s
o
lv
in
g
,
cr
itical
th
in
k
in
g
,
a
n
d
q
u
esti
o
n
in
g
a
r
e
s
till
v
alu
ab
le.
E
d
u
ca
to
r
s
m
u
s
t
ac
tiv
ely
en
g
ag
e
in
s
ch
o
lar
ly
co
n
v
er
s
atio
n
s
ar
o
u
n
d
GAI
in
h
ig
h
er
e
d
u
ca
tio
n
to
i
n
f
lu
en
ce
f
u
t
u
r
e
in
itiativ
es.
I
n
to
d
ay
'
s
h
ig
h
er
ed
u
ca
tio
n
e
n
v
ir
o
n
m
en
t,
it
is
cr
itical
to
ac
k
n
o
wled
g
e
an
d
a
d
d
r
ess
h
o
w
GAI
af
f
ec
ts
ac
ad
em
ic
in
teg
r
ity
[
1
3
]
.
Dep
en
d
in
g
o
n
o
n
e'
s
v
iewp
o
in
t
an
d
in
ter
p
r
etatio
n
,
em
p
lo
y
in
g
C
h
atGPT
in
ac
ad
em
ic
wo
r
k
m
ay
o
r
m
ay
n
o
t
b
e
co
n
s
id
er
ed
p
lag
iar
is
m
.
C
h
at
GPT
an
d
o
t
h
er
GAI
lan
g
u
a
g
e
m
o
d
els
in
s
ch
o
la
r
ly
wo
r
k
ar
e
co
n
tin
u
o
u
s
ly
d
is
cu
s
s
ed
with
in
th
e
ed
u
ca
tio
n
al
co
m
m
u
n
ity
.
Op
in
i
o
n
s
o
n
th
is
s
u
b
ject
m
ay
v
ar
y
am
o
n
g
r
esear
ch
er
s
.
So
m
e
co
n
ten
d
th
at
u
s
in
g
C
h
atGPT
with
o
u
t
g
iv
in
g
d
u
e
c
r
ed
it
an
d
citatio
n
c
o
u
ld
b
e
c
o
n
s
id
er
e
d
p
lag
iar
is
m
.
T
h
is
p
er
s
p
ec
tiv
e
is
p
r
e
d
icate
d
o
n
t
h
e
id
ea
t
h
at
th
e
p
r
o
d
u
ce
d
co
n
t
en
t
n
ee
d
s
to
b
e
r
ec
o
g
n
ized
as
a
d
er
iv
ativ
e
s
o
u
r
ce
s
in
ce
it i
s
n
o
t o
r
ig
in
al
[
1
4
]
.
C
r
itics
al
s
o
co
n
ten
d
th
at
th
ese
G
AI
to
o
ls
co
u
ld
ca
u
s
e
s
tu
d
en
ts
t
o
p
lag
iar
ize,
ch
ea
t,
s
u
b
m
it e
n
tire
ly
AI
-
g
en
er
ated
wr
itin
g
,
an
d
c
o
m
p
letely
s
u
p
p
l
an
t th
e
cr
af
t
o
f
wr
itin
g
[
1
5
]
.
T
h
e
u
s
e
f
u
ln
ess
a
n
d
e
f
f
ic
ie
n
c
y
o
f
t
h
is
p
r
o
g
r
a
m
i
n
ass
is
ti
n
g
s
t
u
d
e
n
ts
w
it
h
t
h
ei
r
t
as
k
s
is
o
n
e
r
ea
s
o
n
wh
y
m
o
s
t
s
tu
d
en
ts
o
p
t
t
o
u
til
ize
it.
O
n
e
o
f
th
e
a
d
v
a
n
ta
g
es
o
f
u
s
i
n
g
GAI
wr
i
ti
n
g
to
o
ls
w
h
en
i
t
co
m
es
t
o
a
ca
d
e
m
i
c
wr
it
in
g
is
t
h
at
it
c
a
n
s
a
v
e
tim
e
an
d
i
m
p
r
o
v
e
ef
f
i
cie
n
cy
.
F
o
r
i
n
s
tan
ce
,
t
h
e
n
at
u
r
al
p
r
o
ce
s
s
i
n
g
alg
o
r
it
h
m
s
c
an
h
el
p
wr
it
e
r
s
id
e
n
ti
f
y
a
n
d
ch
ec
k
t
h
e
er
r
o
r
s
,
e
n
ab
li
n
g
th
em
to
f
o
cu
s
o
n
t
h
ei
r
w
r
iti
n
g
c
o
n
te
n
t
r
ath
e
r
th
a
n
w
o
r
r
y
i
n
g
ab
o
u
t
th
e
w
r
i
ti
n
g
m
ec
h
a
n
i
cs
[
1
6
]
.
W
h
en
c
o
n
s
i
d
e
r
i
n
g
t
h
e
a
d
v
a
n
ta
g
es
a
n
d
d
is
ad
v
an
ta
g
es
,
s
tu
d
en
ts
e
x
h
i
b
it
a
m
o
r
e
f
a
v
o
r
ab
le
d
is
p
o
s
i
ti
o
n
t
o
war
d
s
u
tili
zi
n
g
G
AI
t
h
a
n
t
h
e
d
is
a
d
v
a
n
ta
g
es
o
f
t
h
es
e
wr
iti
n
g
t
o
o
ls
.
R
e
g
ar
d
i
n
g
in
t
er
est
a
n
d
m
o
ti
v
at
io
n
,
s
tu
d
e
n
ts
a
r
e
s
t
r
o
n
g
l
y
i
n
cl
in
e
d
t
o
w
ar
d
s
u
tili
zi
n
g
AI
,
as
i
t
b
e
c
o
m
es
h
i
g
h
l
y
ad
v
a
n
t
a
g
e
o
u
s
in
c
o
m
p
let
in
g
t
h
ei
r
f
i
n
al
p
r
o
j
ec
t
[
1
7
]
.
W
h
il
e
GAI
t
o
o
ls
li
k
e
C
h
at
GPT
e
n
h
a
n
ce
e
f
f
ici
e
n
c
y
a
n
d
ac
c
ess
i
b
il
it
y
,
th
e
ir
u
s
e
i
n
w
r
i
ti
n
g
r
e
m
ai
n
s
s
tig
m
a
tiz
ed
d
u
e
to
t
r
a
d
i
ti
o
n
al
n
o
ti
o
n
s
o
f
a
u
t
h
o
r
s
h
ip
a
n
d
in
t
elle
ct
u
a
l
r
i
g
o
r
.
T
h
e
ar
t
icl
e
als
o
a
r
g
u
e
d
a
g
a
in
s
t
th
is
s
ti
g
m
a
,
ad
v
o
c
ati
n
g
f
o
r
a
b
a
la
n
c
ed
p
e
r
s
p
ec
ti
v
e
t
h
at
v
a
lu
es
c
o
n
te
n
t
q
u
ali
ty
o
v
e
r
o
u
t
d
at
ed
i
d
ea
ls
o
f
te
x
t
u
al
p
u
r
it
y
[
1
8
]
.
I
t is b
eli
ev
e
d
th
at
s
t
u
d
e
n
ts
w
h
o
in
te
r
a
ct
m
o
r
e
a
cti
v
e
ly
wit
h
GAI
-
p
o
we
r
e
d
wr
it
in
g
t
o
o
ls
te
n
d
to
p
e
r
f
o
r
m
b
ette
r
i
n
wr
i
ti
n
g
t
as
k
s
,
as
t
h
es
e
t
o
o
ls
ar
e
u
s
ed
as p
a
r
t
o
f
t
h
e
w
r
i
tin
g
p
r
o
c
ess
r
a
th
er
th
a
n
m
er
el
y
as
i
n
f
o
r
m
ati
o
n
s
o
u
r
ce
s
.
I
n
c
o
n
t
r
ast
,
s
t
u
d
e
n
ts
wh
o
r
el
y
o
n
GA
I
i
n
a
l
im
ite
d
o
r
l
in
ea
r
wa
y
o
f
te
n
s
h
o
w
w
ea
k
e
r
w
r
iti
n
g
p
er
f
o
r
m
an
ce
.
St
u
d
e
n
ts
a
ls
o
b
e
g
i
n
wit
h
d
if
f
e
r
e
n
t
a
ttit
u
d
es
a
n
d
le
v
els
o
f
k
n
o
w
le
d
g
e
a
b
o
u
t
GAI
,
b
u
t
t
h
r
o
u
g
h
c
o
n
ti
n
u
e
d
a
n
d
s
e
lf
-
d
i
r
e
cte
d
u
s
e,
t
h
e
y
d
ev
elo
p
g
r
ea
t
er
a
wa
r
e
n
ess
o
f
et
h
i
ca
l
is
s
u
es
,
i
m
p
r
o
v
e
th
e
ir
p
r
o
m
p
ti
n
g
s
t
r
a
te
g
i
es,
a
n
d
b
ec
o
m
e
m
o
r
e
c
o
n
s
ci
o
u
s
o
f
au
t
h
o
r
s
h
i
p
a
n
d
t
ex
t
o
w
n
e
r
s
h
i
p
.
Mo
r
e
im
p
o
r
tan
tly
,
th
e
r
esear
ch
er
s
b
eliev
e
th
at
GAI
tech
n
o
lo
g
ies
will
co
n
tin
u
e
to
a
d
v
an
ce
a
n
d
tr
an
s
f
o
r
m
ac
a
d
em
ic
wr
itin
g
.
Gen
er
atio
n
z
o
o
m
er
s
(
Gen
Z
)
,
as
d
ig
ital
n
ativ
es,
h
av
e
g
r
o
wn
ac
cu
s
to
m
ed
to
tech
n
o
lo
g
y
an
d
h
a
v
e
in
te
g
r
ate
d
it
in
to
th
eir
d
aily
liv
es
s
in
ce
b
ir
th
.
C
o
lleg
e
s
tu
d
en
ts
to
d
a
y
ar
e
cu
r
r
e
n
tly
u
s
in
g
GAI
wr
itin
g
t
o
o
ls
at
a
v
e
r
y
h
i
g
h
r
ate
d
esp
ite
s
o
m
e
d
is
ad
v
an
tag
es
an
d
n
eg
ativ
e
o
p
in
io
n
s
.
As
tim
e
h
as
g
o
n
e
o
n
,
it
h
as
co
n
tin
u
ed
to
d
r
aw
m
o
r
e
p
eo
p
le,
r
e
g
ar
d
less
o
f
wh
et
h
er
it
is
a
s
h
if
t
o
r
ad
ap
tatio
n
i
n
in
s
titu
tio
n
al
life
.
T
h
u
s
,
th
e
r
esear
c
h
er
s
lo
o
k
ed
in
to
th
e
a
d
v
an
ce
m
e
n
ts
m
ad
e
b
y
th
is
ag
e
in
ac
ad
e
m
ic
wr
i
tin
g
b
y
p
o
s
in
g
t
h
e
q
u
esti
o
n
s
:
i)
wh
at
is
th
e
lev
el
o
f
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
n
th
e
u
s
ag
e
o
f
GAI
wr
itin
g
to
o
ls
in
ter
m
s
o
f
k
n
o
wled
g
e,
f
r
eq
u
e
n
cy
a
n
d
ex
ten
t
o
f
u
s
e,
im
p
ac
t
o
n
ac
a
d
e
m
ic
wr
itin
g
,
an
d
in
teg
r
atio
n
o
f
GAI
with
h
u
m
an
wr
iter
s
?
ii)
wh
at
ar
e
th
e
s
tu
d
e
n
ts
’
p
r
ef
er
e
n
ce
s
in
u
s
in
g
GAI
wr
itin
g
to
o
ls
?
an
d
iii)
wh
at
a
r
e
th
e
d
is
ad
v
a
n
tag
es
o
f
u
s
in
g
GAI
wr
itin
g
to
o
ls
an
d
h
o
w
d
o
th
e
s
tu
d
e
n
ts
ad
d
r
ess
th
e
p
r
o
b
lem
?
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
Gen
era
tive
a
r
tifi
cia
l in
tellig
en
ce
a
s
p
o
w
ered
w
r
itin
g
to
o
ls
in
a
ca
d
emic
w
r
itin
g
(
E
xe
q
u
iel
B
.
Go
n
z
a
g
a
)
1123
2.
M
E
T
H
O
D
T
h
e
s
tu
d
y
u
s
ed
a
m
ix
ed
-
m
et
h
o
d
ap
p
r
o
ac
h
to
e
x
p
lo
r
e
an
d
d
escr
ib
e
GAI
as
a
wr
itin
g
to
o
l.
T
h
e
q
u
an
titativ
e
d
ata
was o
b
tain
ed
th
r
o
u
g
h
a
s
u
r
v
ey
o
n
th
e
s
tu
d
e
n
ts
'
p
er
ce
p
tio
n
s
o
f
GAI
wr
itin
g
to
o
ls
in
ac
ad
em
ic
wr
itin
g
in
ter
m
s
o
f
k
n
o
wled
g
e,
f
r
eq
u
en
c
y
an
d
ex
te
n
t
o
f
u
s
e,
im
p
ac
t
o
n
ac
ad
em
ic
wr
itin
g
,
an
d
in
teg
r
atio
n
o
f
GAI
with
h
u
m
a
n
wr
iter
s
.
T
h
e
q
u
alitativ
e
d
ata
was
o
b
ta
in
ed
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iews
o
n
th
e
s
tu
d
en
ts
'
k
n
o
wled
g
e,
p
er
ce
p
tio
n
s
,
an
d
e
x
p
er
ie
n
ce
s
with
GAI
wr
itin
g
to
o
ls
.
A
to
tal
o
f
8
0
E
n
g
lis
h
m
ajo
r
c
o
lleg
e
s
tu
d
en
ts
p
ar
ticip
ated
in
th
e
s
u
r
v
ey
as
th
ey
r
e
g
u
lar
ly
en
g
ag
ed
i
n
wr
itin
g
ac
tiv
ities
s
u
ch
as
ess
ay
s
,
r
esear
ch
p
ap
er
s
,
r
ev
iews,
an
d
r
e
p
o
r
ts
,
m
ak
in
g
wr
itin
g
a
ce
n
tr
al
c
o
m
p
o
n
en
t
o
f
th
eir
ac
ad
em
ic
e
x
p
er
ien
ce
.
T
h
ese
s
tu
d
en
ts
wer
e
also
ex
p
e
cted
to
d
e
m
o
n
s
tr
ate
a
h
ig
h
lev
el
o
f
p
r
o
f
icien
c
y
in
E
n
g
lis
h
,
en
co
m
p
ass
in
g
an
u
n
d
er
s
tan
d
in
g
o
f
g
r
am
m
ar
,
s
ty
le,
an
d
s
y
n
ta
x
.
Ad
d
itio
n
ally
,
th
ey
b
elo
n
g
ed
t
o
Gen
Z
.
I
n
d
iv
id
u
als
b
o
r
n
b
et
wee
n
1
9
9
7
an
d
2
0
1
2
wer
e
th
e
f
ir
s
t
g
en
er
atio
n
o
f
d
ig
ital
n
ativ
es
wh
o
g
r
ew
u
p
am
id
tech
n
o
lo
g
ical
ad
v
an
ce
m
en
ts
an
d
in
n
o
v
atio
n
s
.
T
h
is
m
ad
e
th
em
an
id
ea
l
g
r
o
u
p
f
o
r
th
e
s
tu
d
y
as
th
eir
f
am
iliar
ity
with
tech
n
o
lo
g
y
alig
n
ed
with
th
e
f
o
c
u
s
o
f
th
is
r
esear
ch
.
8
s
tu
d
en
ts
wer
e
s
elec
ted
f
o
r
th
e
in
ter
v
iew
to
an
s
wer
s
em
i
-
in
ter
v
iews.
T
h
e
s
tu
d
en
ts
’
f
am
iliar
ity
o
n
GAI
wr
itin
g
to
o
ls
was
d
eter
m
in
e
d
b
ased
o
n
t
h
e
g
iv
e
n
s
u
r
v
ey
an
s
wer
ed
b
y
th
e
s
tu
d
en
ts
.
T
h
ese
r
esp
o
n
d
en
ts
wer
e
s
p
ec
if
ically
ch
o
s
en
f
o
r
t
h
eir
f
am
iliar
ity
with
at
least
f
iv
e
GAI
to
o
ls
–
C
h
at
GPT,
Qu
illb
o
t,
Gr
am
m
a
r
ly
,
T
u
r
n
itin
,
an
d
Go
o
g
le
T
r
an
s
late
–
p
r
o
v
id
i
n
g
a
d
ee
p
e
r
in
s
ig
h
t in
to
h
o
w
GAI
t
o
o
ls
in
t
er
s
ec
t w
ith
th
eir
wr
itin
g
p
r
ac
ti
ce
s
.
An
in
itial
s
u
r
v
e
y
was
ad
m
in
is
ter
ed
to
a
lar
g
e
r
s
am
p
le
o
f
s
tu
d
e
n
ts
to
q
u
an
tify
th
eir
lev
el
o
f
p
er
ce
p
tio
n
s
o
n
th
e
u
s
ag
e
o
f
G
AI
wr
itin
g
to
o
ls
in
ter
m
s
o
f
k
n
o
wled
g
e,
f
r
eq
u
en
cy
an
d
ex
te
n
t
o
f
u
s
e,
im
p
ac
t
o
n
ac
ad
em
ic
wr
itin
g
,
an
d
in
teg
r
a
tio
n
o
f
GAI
with
h
u
m
an
wr
iter
s
.
T
h
e
p
ar
ticip
a
n
ts
wer
e
id
en
tifie
d
th
r
o
u
g
h
th
eir
en
g
ag
em
e
n
t
with
GAI
wr
itin
g
to
o
ls
f
o
r
ac
a
d
em
ic
wr
itin
g
.
Hav
in
g
co
n
f
ir
m
e
d
th
eir
willin
g
n
ess
in
all
th
e
p
h
ases
o
f
th
e
s
tu
d
y
b
y
s
ig
n
in
g
a
co
n
s
en
t
f
o
r
m
,
th
e
in
v
itatio
n
s
wer
e
p
er
s
o
n
ally
h
a
n
d
ed
o
v
er
p
r
o
v
i
d
in
g
t
h
e
d
etails ab
o
u
t th
e
p
u
r
p
o
s
e
o
f
s
tu
d
y
,
th
e
r
elate
d
p
r
o
ce
s
s
es,
an
d
th
e
tim
e
an
d
l
o
ca
tio
n
o
f
s
u
r
v
e
y
an
d
i
n
ter
v
iew.
T
h
e
q
u
esti
o
n
n
air
e
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
ad
o
p
ted
an
d
m
o
d
if
ie
d
f
r
o
m
th
e
r
esear
ch
o
f
Ma
lik
et
a
l
.
[
1
9
]
.
T
h
e
n
,
all
w
er
e
r
ev
iewe
d
b
y
co
m
p
ete
n
t
au
th
o
r
ities
an
d
u
n
d
er
we
n
t
p
ilo
t
test
in
g
an
d
v
ali
d
ity
ch
ec
k
s
to
en
s
u
r
e
th
ey
wer
e
a
cc
ep
tab
le
b
ef
o
r
e
th
e
s
u
r
v
ey
.
T
h
e
s
u
r
v
e
y
q
u
esti
o
n
n
air
e
was
u
tili
ze
d
to
m
ea
s
u
r
e
th
e
lev
el
o
f
s
tu
d
en
ts
’
p
er
ce
p
t
io
n
s
o
f
t
h
e
u
s
ag
e
o
f
GAI
wr
itin
g
to
o
ls
.
T
h
e
q
u
an
titativ
e
d
ata
was
o
r
g
a
n
ized
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
.
T
h
e
q
u
alitativ
e
d
ata
was
a
n
aly
ze
d
th
r
o
u
g
h
th
em
atic
a
n
aly
s
is
to
id
en
tify
o
b
s
er
v
ab
le
th
em
es
an
d
r
esp
o
n
s
e
p
atter
n
s
.
Fu
r
th
er
m
o
r
e,
an
in
teg
r
ated
an
aly
s
is
o
f
q
u
alitativ
e
an
d
q
u
an
titativ
e
f
in
d
in
g
s
was c
o
n
d
u
cted
to
d
is
co
v
er
a
c
o
m
p
r
e
h
en
s
iv
e
v
iew,
l
ea
d
in
g
to
v
alu
ab
le
c
o
n
clu
s
io
n
s
f
o
r
th
e
s
tu
d
y
.
Prio
r
itizin
g
th
e
r
esp
o
n
d
en
ts
was
es
s
en
tial
in
th
is
s
tu
d
y
.
T
h
e
r
esear
ch
er
s
en
s
u
r
ed
th
at
all
eth
ical
s
tan
d
ar
d
s
o
f
r
esear
ch
we
r
e
g
en
u
in
ely
o
b
s
er
v
ed
t
h
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
.
T
h
e
r
esear
ch
er
s
m
ain
tain
ed
eth
ical
s
tan
d
ar
d
s
b
y
en
s
u
r
in
g
in
f
o
r
m
ed
co
n
s
en
t,
wh
er
e
p
ar
ticip
an
t
s
wer
e
f
u
lly
in
f
o
r
m
ed
ab
o
u
t
th
e
d
etails
o
f
th
e
s
tu
d
y
.
T
h
e
r
esear
ch
er
s
also
e
n
s
u
r
ed
c
o
n
f
i
d
en
tiality
an
d
p
r
i
v
ac
y
o
f
th
e
c
o
llected
d
ata
wh
ich
was
ex
clu
s
iv
ely
u
s
ed
f
o
r
th
e
s
tu
d
y
a
n
d
k
ep
t
s
ec
u
r
ed
b
y
t
h
e
r
esear
c
h
er
s
.
Ad
d
itio
n
ally
,
h
o
n
esty
a
n
d
i
n
teg
r
ity
wer
e
u
p
h
eld
to
d
em
o
n
s
tr
ate
th
at
th
er
e
was
n
o
attem
p
t
to
m
a
n
ip
u
late
i
n
f
o
r
m
atio
n
b
u
t
r
at
h
er
t
o
a
n
aly
ze
t
h
e
u
s
e
o
f
GAI
wr
itin
g
to
o
ls
in
ac
ad
em
ic
wr
itin
g
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
L
ev
el
o
f
s
t
ud
ent
s
’
perc
ept
io
n o
n us
ing
g
ener
a
t
iv
e
a
rt
if
icia
l int
ellig
ence
writ
ing
t
o
o
ls
T
ab
le
1
s
h
o
ws
th
e
s
tu
d
en
ts
'
le
v
el
o
f
p
er
ce
p
tio
n
s
o
n
u
s
in
g
G
AI
wr
itin
g
to
o
ls
in
te
r
m
s
o
f
k
n
o
wled
g
e.
Ou
t
o
f
8
0
r
esp
o
n
d
en
ts
,
1
o
r
1
.
2
5
%
o
f
th
e
r
esp
o
n
d
en
ts
is
ca
t
eg
o
r
ized
as
“
v
er
y
lo
w
”
.
W
h
ile
3
8
o
r
4
7
.
5
%
o
f
th
e
r
esp
o
n
d
en
ts
ar
e
ca
te
g
o
r
ized
as
“
h
ig
h
”
.
T
h
is
m
ea
n
s
th
at
th
e
m
ajo
r
ity
o
f
r
esp
o
n
d
e
n
ts
h
av
e
h
ig
h
lev
el
o
f
k
n
o
wled
g
e
o
n
GAI
wr
itin
g
to
o
ls
,
wh
ile
s
ev
er
al
o
f
th
e
r
esp
o
n
d
en
ts
h
av
e
a
v
er
y
h
ig
h
lev
e
l
o
f
k
n
o
wled
g
ea
b
le
o
n
GAI
wr
itin
g
to
o
ls
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
en
t’
s
lev
el
o
f
p
e
r
ce
p
tio
n
o
n
th
e
u
s
e
o
f
GAI
wr
itin
g
to
o
ls
in
ter
m
s
o
f
k
n
o
wled
g
e
h
as
a
weig
h
te
d
m
ea
n
o
f
3
.
4
6
a
n
d
is
in
ter
p
r
ete
d
as
“
h
ig
h
”
.
T
h
e
r
esu
lts
im
p
ly
th
at
m
o
s
t
s
tu
d
en
ts
p
er
ce
iv
ed
th
e
m
s
elv
es to
b
e
h
i
g
h
ly
k
n
o
wled
g
ea
b
le
ab
o
u
t G
AI
wr
itin
g
to
o
ls
.
Sy
ed
an
d
Al
-
R
awi
[
2
0
]
also
f
o
u
n
d
th
at
m
o
s
t
r
esp
o
n
d
en
ts
h
a
d
a
f
av
o
r
ab
le
o
p
in
io
n
o
f
AI
'
s
a
p
p
licatio
n
in
th
e
m
ed
ical
d
o
m
ai
n
.
I
n
p
ar
ticu
lar
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h
alf
o
f
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s
tu
d
en
ts
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r
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d
to
u
n
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er
s
tan
d
it
w
ell.
T
h
e
s
tu
d
en
ts
i
n
th
is
s
tu
d
y
d
em
o
n
s
tr
ated
co
n
f
i
d
en
ce
in
th
eir
c
o
m
p
r
e
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en
s
io
n
o
f
AI
'
s
ca
p
ab
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ies,
r
ev
ea
lin
g
th
at
s
tu
d
en
ts
f
r
o
m
a
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er
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ta
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in
g
o
f
AI
'
s
ca
p
ab
ilit
ies.
T
ab
le
2
s
h
o
ws
th
e
s
tu
d
en
ts
'
p
er
ce
p
tio
n
o
f
u
s
in
g
GAI
wr
itin
g
to
o
ls
in
ter
m
s
o
f
f
r
eq
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en
cy
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d
ex
ten
t
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Ou
t
o
f
8
0
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ts
,
o
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l
y
2
o
r
2
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5
%
a
r
e
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teg
o
r
ized
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v
e
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y
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w
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h
is
m
ea
n
s
th
at
a
f
e
w
r
esp
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d
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ts
h
a
v
e
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er
y
l
o
w
en
g
a
g
em
en
t
with
G
AI
wr
itin
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ls
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An
d
3
8
o
r
4
7
.
5
%
ar
e
ca
teg
o
r
ized
as
“
h
ig
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r
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e
r
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e
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t'
s
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tio
n
o
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s
in
g
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ter
m
s
o
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eq
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e
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cy
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d
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ten
t
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s
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as
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weig
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m
ea
n
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3
.
3
3
an
d
is
in
ter
p
r
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a
v
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T
h
u
s
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im
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at
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s
tu
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er
ce
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h
em
s
elv
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to
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av
e
av
er
ag
e
en
g
ag
em
e
n
t w
ith
GAI
wr
itin
g
to
o
ls
.
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31
1124
T
ab
le
1
.
Stu
d
e
n
ts
’
lev
el
o
f
p
er
ce
p
tio
n
o
n
u
s
ag
e
o
f
GAI
wr
itin
g
to
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ls
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ter
m
s
k
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wled
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I
n
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l
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p
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7
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5
2
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6
0
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3
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3
9
A
v
e
r
a
g
e
25
3
1
.
2
5
3
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4
0
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4
.
1
9
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38
4
7
.
5
4
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2
0
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5
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0
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e
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y
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g
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9
1
1
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5
To
t
a
l
80
1
0
0
M
e
a
n
3
.
4
6
R
e
mar
k
H
i
g
h
T
ab
le
2
.
Stu
d
e
n
ts
’
lev
el
o
f
p
er
ce
p
tio
n
o
n
u
s
ag
e
o
f
GAI
wr
itin
g
to
o
ls
in
ter
m
s
f
r
e
q
u
en
cy
an
d
e
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ten
t u
s
e
I
n
t
e
r
v
a
l
D
e
scri
p
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v
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n
t
e
r
p
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a
t
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o
n
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r
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q
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e
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f
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t
a
l
1
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1
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5
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6
7
.
5
To
t
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l
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1
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M
e
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n
3
.
3
3
R
e
mar
k
H
i
g
h
T
h
is
r
esu
lt is
co
n
s
is
ten
t w
ith
Al
-
B
u
k
h
r
an
i
et
a
l.
[
2
1
]
claim
s
th
at
attitu
d
es a
n
d
s
u
b
jectiv
e
n
o
r
m
s
h
ad
a
b
en
ef
icial
im
p
ac
t
o
n
ac
ad
em
i
c
r
esear
ch
er
s
'
in
ten
t
to
em
b
r
a
ce
AI
to
o
ls
,
i
n
d
icatin
g
th
at
s
o
cial
in
f
lu
en
ce
an
d
in
d
iv
id
u
al
p
er
c
ep
tio
n
s
ar
e
ess
en
tial
f
ac
to
r
s
in
d
eter
m
in
in
g
th
e
f
r
eq
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e
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cy
an
d
s
co
p
e
o
f
u
s
e.
Similar
ly
,
th
ey
n
o
ted
th
at
s
o
cial
im
p
ac
t
an
d
p
o
s
itiv
e
v
iews
r
eg
u
late
s
tu
d
en
ts
'
u
s
e
o
f
AI
wr
itin
g
to
o
ls
,
r
esu
ltin
g
in
an
av
er
ag
e
lev
el
o
f
u
s
ag
e.
I
n
ter
esti
n
g
l
y
,
n
eith
er
s
tu
d
y
f
o
u
n
d
th
at
p
er
ce
iv
ed
b
ar
r
ier
s
to
u
tili
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g
AI
tech
n
o
l
o
g
ies
s
ig
n
if
ican
tly
im
p
ac
te
d
a
d
o
p
ti
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te
n
tio
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s
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o
u
g
h
s
o
m
e
s
tu
d
en
ts
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a
y
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e
war
y
o
f
GAI
,
g
en
e
r
al
u
s
ag
e
f
r
eq
u
e
n
cy
is
s
till
m
o
d
er
ate.
Similar
to
th
e
f
in
d
in
g
s
in
th
e
co
n
tex
t
o
f
ac
ad
em
ic
r
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ch
e
r
s
,
th
ese
s
h
o
w
th
a
t
alth
o
u
g
h
s
tu
d
e
n
ts
ar
e
g
en
er
all
y
r
ec
ep
tiv
e
to
em
p
lo
y
in
g
GAI
tech
n
o
lo
g
ies,
th
eir
lev
els
o
f
i
n
v
o
lv
em
e
n
t
ar
e
s
till
g
r
o
win
g
,
r
esu
ltin
g
in
a
n
av
e
r
a
g
e
o
v
er
all
u
s
e.
T
ab
le
3
h
ig
h
lig
h
ts
th
e
s
tu
d
en
t
s
'
p
er
ce
p
tio
n
s
o
f
GAI
wr
itin
g
t
o
o
ls
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eg
ar
d
i
n
g
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i
m
p
ac
t
o
n
ac
ad
em
ic
wr
itin
g
.
T
h
e
m
ajo
r
ity
,
3
4
s
tu
d
en
ts
,
o
r
4
2
.
5
%,
f
all
u
n
d
er
th
e
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h
ig
h
”
ca
teg
o
r
y
,
wh
ile
1
5
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tu
d
en
ts
,
o
r
1
8
.
7
5
% a
r
e
ca
teg
o
r
ized
as
h
a
v
in
g
a
“
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h
ig
h
”
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ce
p
tio
n
.
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d
itio
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ally
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2
9
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d
e
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ts
,
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r
3
6
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2
5
%
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av
e
an
“
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v
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ag
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ce
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tio
n
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th
e
im
p
ac
t
o
f
GAI
o
n
ac
ad
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w
r
itin
g
.
N
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ly
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o
s
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en
ts
(
0
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n
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er
th
e
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l
ow
”
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teg
o
r
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ile
2
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tu
d
e
n
ts
,
o
r
2
.
5
%
ar
e
class
if
ied
as
h
av
in
g
a
“
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w
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ce
p
tio
n
.
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er
all,
th
e
s
tatis
t
ical
an
aly
s
is
in
d
icate
s
th
at
th
e
wei
g
h
ted
m
ea
n
o
f
t
h
e
s
tu
d
en
ts
'
p
e
r
ce
p
tio
n
s
is
3
.
5
8
wh
ich
is
in
te
r
p
r
eted
as
b
ein
g
in
th
e
“
h
ig
h
”
ca
teg
o
r
y
.
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h
e
r
es
u
lts
s
h
o
w
th
at
th
e
s
tu
d
en
ts
h
av
e
a
h
ig
h
lev
el
o
f
u
s
e
o
f
GAI
wr
itin
g
to
o
ls
r
eg
ar
d
in
g
th
eir
im
p
ac
t
o
n
im
p
r
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v
in
g
th
eir
ac
a
d
em
ic
wr
itin
g
,
wh
ich
m
ea
n
s
th
at
m
o
s
t
o
f
th
e
r
esp
o
n
d
en
ts
b
eliev
e
th
ese
to
o
ls
s
ig
n
if
ican
t
ly
af
f
ec
t
th
ei
r
ac
ad
em
ic
wr
itin
g
.
T
h
e
f
in
d
in
g
s
h
i
g
h
lig
h
t
t
h
a
t
GAI
wr
itin
g
to
o
ls
im
p
r
o
v
e
co
n
ten
t
o
r
g
a
n
izatio
n
,
g
r
am
m
ar
,
an
d
wr
itin
g
ef
f
icie
n
cy
.
T
h
ese
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lts
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p
h
asize
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e
im
p
o
r
tan
ce
o
f
GAI
wr
itin
g
to
o
ls
in
aid
in
g
s
t
u
d
en
ts
with
id
ea
g
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er
aliza
tio
n
,
th
o
u
g
h
t
o
r
g
an
izatio
n
,
an
d
l
an
g
u
ag
e
r
e
f
in
em
en
t.
Mo
s
t
r
esp
o
n
d
en
ts
b
eliev
e
t
h
at
GAI
wr
itin
g
to
o
ls
ar
e
ess
en
tial
to
th
eir
wr
itin
g
task
s
.
T
h
es
e
to
o
ls
h
elp
th
em
t
o
co
m
p
lete
th
eir
ass
ig
n
m
en
ts
m
o
r
e
ef
f
icien
tly
a
n
d
im
p
r
o
v
e
t
h
eir
wr
itin
g
p
r
o
ce
s
s
.
Ad
d
itio
n
ally
,
s
tu
d
en
ts
f
in
d
th
at
GAI
wr
itin
g
to
o
ls
ass
is
t
with
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er
atin
g
id
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s
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zin
g
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g
h
ts
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d
e
v
en
r
e
f
in
in
g
th
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g
u
ag
e,
m
ak
in
g
th
ei
r
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ad
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s
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o
r
e
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a
n
ag
ea
b
le
a
n
d
e
f
f
icien
t.
Steis
s
et
a
l.
[
2
2
]
s
tated
th
at
AI
wr
itin
g
ass
is
tan
ts
s
ig
n
if
ican
tly
en
h
an
ce
s
tu
d
e
n
t
s
’
wr
itin
g
p
r
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ce
s
s
b
y
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elp
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g
th
em
with
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n
ten
t
o
r
g
an
izat
io
n
,
g
r
am
m
ar
,
an
d
p
r
o
v
id
i
n
g
s
u
g
g
esti
o
n
s
.
T
ab
le
4
s
h
o
ws
th
e
s
tu
d
en
ts
'
l
ev
el
o
f
p
er
ce
p
tio
n
o
f
u
s
in
g
G
AI
wr
itin
g
to
o
ls
in
ter
m
s
o
f
i
n
teg
r
atin
g
GAI
with
h
u
m
an
wr
iter
s
.
Ou
t
o
f
8
0
r
esp
o
n
d
en
ts
,
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e
r
e
is
o
n
l
y
1
o
r
1
.
2
5
%
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ich
is
in
ter
p
r
e
ted
th
at
th
e
s
tu
d
e
n
t
h
ad
a
v
er
y
lo
w
lev
el
o
f
in
te
g
r
atio
n
o
f
GAI
with
h
u
m
a
n
wr
iter
s
.
3
7
o
r
4
6
.
2
5
%
is
in
t
er
p
r
eted
as
“
h
ig
h
”.
T
h
er
ef
o
r
e,
th
e
s
tatis
tical
an
aly
s
is
in
d
icate
s
th
at
th
e
weig
h
ted
m
ea
n
o
f
th
e
s
tu
d
en
ts
’
p
er
ce
p
t
io
n
s
is
3
.
6
5
wh
ic
h
is
in
ter
p
r
eted
u
n
d
er
“
h
ig
h
”
ca
t
eg
o
r
y
.
T
h
is
s
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er
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8
Gen
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tive
a
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tifi
cia
l in
tellig
en
ce
a
s
p
o
w
ered
w
r
itin
g
to
o
ls
in
a
ca
d
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w
r
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g
(
E
xe
q
u
iel
B
.
Go
n
z
a
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a
)
1125
3
.
2
.
Student
s
’
pref
er
ence
s
f
o
r
us
ing
G
AI wr
it
ing
t
o
o
ls
3
.
2
.
1
.
I
m
pro
v
ed
writ
ing
qu
a
lity
T
h
is
th
em
e
d
e
m
o
n
s
tr
ates
h
o
w
s
tu
d
en
ts
p
er
ce
i
v
e
GAI
wr
itin
g
to
o
ls
as
aid
s
t
o
en
h
an
ce
th
e
ir
wr
itin
g
b
y
im
p
r
o
v
in
g
g
r
a
m
m
ar
,
m
ec
h
an
ics,
clar
ity
,
o
r
g
an
izatio
n
,
an
d
s
ty
le.
T
h
ese
to
o
ls
d
etec
t
g
r
am
m
atica
l
er
r
o
r
s
,
s
u
g
g
est
s
en
ten
ce
s
tr
u
ctu
r
e
im
p
r
o
v
em
e
n
ts
,
an
d
p
r
o
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id
e
p
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n
ctu
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n
g
u
id
a
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ce
.
T
h
ey
also
s
im
p
lify
co
m
p
lex
v
o
ca
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lar
y
,
r
ec
o
m
m
e
n
d
tr
an
s
itio
n
al
p
h
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ases
,
a
n
d
a
n
aly
ze
c
o
h
er
en
ce
.
Ad
d
itio
n
ally
,
GAI
wr
itin
g
to
o
ls
ass
is
t
with
citatio
n
m
an
a
g
em
en
t,
p
lag
iar
is
m
d
etec
tio
n
,
an
d
i
n
s
tan
t
f
ee
d
b
ac
k
.
Featu
r
es
lik
e
tex
t
-
to
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s
p
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ch
,
s
p
ee
ch
-
to
-
tex
t,
a
n
d
m
u
ltil
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g
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al
s
u
p
p
o
r
t
f
ac
ilit
ate
ac
ce
s
s
i
b
ilit
y
.
E
f
f
ec
tiv
e
in
teg
r
atio
n
i
n
v
o
lv
es
u
s
in
g
GAI
wr
itin
g
to
o
ls
to
s
u
p
p
lem
en
t
h
u
m
an
in
s
tr
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ctio
n
,
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h
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g
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i
tical
ev
alu
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o
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s
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g
g
esti
o
n
s
,
an
d
en
co
u
r
ag
i
n
g
r
ev
is
io
n
an
d
ed
itin
g
.
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h
u
s
,
th
is
th
em
e
f
o
cu
s
es
o
n
en
h
an
ci
n
g
k
ey
asp
ec
ts
o
f
wr
itin
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,
in
cl
u
d
in
g
g
r
am
m
ar
a
n
d
m
ec
h
an
ics,
clar
ity
an
d
co
n
cis
en
ess
,
o
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g
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izatio
n
an
d
c
o
h
er
en
ce
,
s
ty
le
an
d
v
o
ice,
an
d
c
o
n
ten
t
ac
cu
r
ac
y
.
As
r
esp
o
n
d
ed
b
y
t
h
e
p
ar
ticip
a
n
ts
:
My
id
ea
s
in
cr
ea
s
ed
,
an
d
th
e
c
o
n
s
tr
u
ct
im
p
r
o
v
ed
.
(
Stu
d
en
t
1
)
B
ef
o
r
e
I
d
is
co
v
er
ed
GAI
,
th
er
e
wer
e
a
lo
t
o
f
r
e
d
m
ar
k
s
in
m
y
wo
r
k
b
ec
au
s
e
o
f
g
r
am
m
at
ical
er
r
o
r
s
.
W
h
en
I
u
s
ed
Gr
am
m
a
r
ly
,
th
e
er
r
o
r
s
wer
e
less
en
ed
u
n
til
n
o
w
th
at
I
am
alr
ea
d
y
in
co
lleg
e.
W
h
en
it
co
m
es
to
m
y
wr
itin
g
s
ty
le,
I
m
ak
e
m
an
y
in
c
o
r
r
ec
t
o
r
g
r
a
m
m
atica
l
er
r
o
r
s
.
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wev
e
r
,
w
h
en
I
u
s
ed
Gr
am
m
ar
ly
,
I
lear
n
ed
h
o
w
th
e
g
r
am
m
ar
wo
r
k
s
.
So
,
th
is
is
h
o
w
it
wo
r
k
s
!
I
t
r
ea
lly
im
p
r
o
v
ed
m
y
wr
itin
g
s
ty
le.
(
Stu
d
en
t 2
)
Yes,
m
y
k
n
o
wled
g
e
ab
o
u
t
G
AI
h
as
wid
en
e
d
.
Fo
r
ex
a
m
p
l
e,
wh
en
y
o
u
s
ea
r
ch
,
it
f
ee
ls
l
ik
e
y
o
u
’
r
e
lear
n
in
g
s
o
m
e
n
ew
wo
r
d
s
.
I
t
h
elp
s
ex
p
an
d
y
o
u
r
v
o
ca
b
u
la
r
y
ab
o
u
t
it,
th
at
th
is
is
th
e
m
ea
n
in
g
o
f
ce
r
tain
wo
r
d
s
y
o
u
s
ea
r
ch
ed
.
W
h
en
I
u
s
ed
GAI
,
I
lea
r
n
ed
a
lo
t.
I
t
e
n
h
an
ce
d
m
y
v
o
ca
b
u
lar
y
,
p
u
n
ctu
atio
n
,
an
d
g
r
am
m
ar
s
k
il
ls
.
(
Stu
d
en
t 5
)
I
t
h
as
r
ea
lly
im
p
r
o
v
ed
b
ec
a
u
s
e
GAI
p
r
o
v
i
d
es
g
r
am
m
atica
l
s
tr
u
ctu
r
es
a
n
d
h
elp
s
wit
h
s
en
ten
ce
co
n
s
tr
u
ctio
n
.
I
wo
u
ld
s
ay
it’s 9
9
.
9
% e
r
r
o
r
-
f
r
ee
.
(
Stu
d
e
n
t 8
)
T
h
ese
r
esp
o
n
s
es
s
y
n
ch
r
o
n
o
u
s
ly
d
ep
ict
th
at
r
esp
o
n
d
e
n
ts
h
av
e
co
n
s
id
er
ed
u
s
in
g
GAI
as
a
h
e
lp
in
g
to
o
l
to
im
p
r
o
v
e
t
h
eir
ac
a
d
em
ic
w
r
itin
g
.
T
h
ey
p
er
ce
iv
ed
th
at
th
e
u
s
e
o
f
GAI
to
o
ls
was
ef
f
icien
t
in
co
r
r
ec
tin
g
g
r
am
m
ar
s
tr
u
ctu
r
e
an
d
en
h
an
cin
g
v
o
ca
b
u
lar
y
.
Z
u
lf
a
et
a
l.
[
2
4
]
claim
ed
t
h
at
th
e
AI
to
o
l
s
wer
e
ab
le
t
o
h
el
p
im
p
r
o
v
e
th
e
s
tu
d
en
ts
’
ac
ad
em
ic
wr
itin
g
b
y
p
r
o
v
id
in
g
th
em
with
d
ir
ec
t
f
ee
d
b
ac
k
an
d
co
r
r
ec
tio
n
s
.
Ad
d
itio
n
ally
,
it
was
im
p
lied
th
at
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
t
o
o
ls
in
E
n
g
lis
h
ac
ad
em
ic
wr
iti
n
g
h
as
th
e
p
o
te
n
tial
to
r
ev
o
lu
tio
n
ize
th
e
d
ev
el
o
p
m
en
t
an
d
ev
al
u
atio
n
o
f
w
r
itin
g
s
k
ills
.
I
t
was
also
es
s
en
tia
l
f
o
r
th
e
s
tu
d
en
ts
to
b
alan
ce
u
s
in
g
th
e
p
r
ef
e
r
r
ed
A
I
wr
itin
g
to
o
ls
an
d
h
o
n
i
n
g
th
eir
wr
itin
g
s
k
ills
to
en
s
u
r
e
wr
itin
g
d
ev
elo
p
m
en
t.
3
.
2
.
2
.
E
f
f
iciency
a
nd
pro
du
ct
iv
it
y
G
A
I
t
o
o
l
s
w
e
r
e
a
ls
o
c
o
n
s
i
d
e
r
ed
b
y
t
h
e
s
t
u
d
e
n
t
s
a
s
t
o
o
l
t
o
e
n
h
a
n
c
e
t
h
e
i
r
a
c
a
d
e
m
i
c
w
r
i
t
i
n
g
e
f
f
i
c
i
e
n
c
y
a
n
d
p
r
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d
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c
t
i
v
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t
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b
y
a
u
t
o
m
a
t
i
c
f
o
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m
a
t
t
i
n
g
,
c
i
t
a
ti
o
n
m
a
n
a
g
e
m
e
n
t
,
a
n
d
g
r
a
m
m
a
r
c
h
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c
k
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n
g
,
s
a
v
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t
i
m
e
o
n
m
a
n
u
a
l
p
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f
r
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a
d
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g
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T
h
e
y
a
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l
s
o
p
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c
e
i
v
e
d
t
o
a
s
s
is
t
w
i
t
h
r
es
e
a
r
c
h
,
g
e
n
e
r
a
t
i
n
g
o
u
t
l
i
n
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,
s
u
g
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e
s
t
i
n
g
r
e
l
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v
a
n
t
s
o
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,
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n
d
p
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d
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c
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t
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s
.
GA
I
w
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c
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d
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u
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s
ti
o
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A
d
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r
o
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ate
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o
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tio
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s
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(
Stu
d
en
t 2
)
I
d
is
co
v
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th
at
we
b
s
ite
th
is
y
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r
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u
t
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ely
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Stu
d
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t 4
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T
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in
[
2
5
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h
ig
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ted
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wid
e
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g
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em
er
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in
g
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tial a
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[
2
6
]
.
3
.
3
.
Dis
a
dv
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nta
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f
us
ing
g
ener
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t
iv
e
a
r
t
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icia
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ellig
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writ
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3
.
3
.
1
.
O
v
er
-
re
lia
nce
T
h
is
th
em
e
s
u
g
g
ests
th
at
th
er
e
ar
e
ten
d
en
cies
wh
er
e
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a
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ticip
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ts
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elo
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a
d
ep
en
d
en
ce
o
n
GAI
wr
itin
g
to
o
ls
.
T
h
is
d
ep
en
d
en
ce
s
p
awn
s
f
r
o
m
th
e
u
s
er
s
’
n
ec
ess
ity
an
d
ten
d
en
cy
to
u
s
e
GAI
wr
itin
g
to
o
ls
,
wh
ich
m
ay
d
ev
elo
p
in
to
a
r
o
u
t
in
e
later
.
T
h
u
s
,
th
is
th
em
e
ca
m
e
ab
o
u
t
as
o
n
e
o
f
th
e
d
is
ad
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tag
es
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ac
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ic
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e
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ig
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ican
t i
n
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ce
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t
o
o
ls
o
n
in
d
u
cin
g
o
v
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-
r
elian
ce
am
o
n
g
u
s
er
s
.
So
f
ar
,
u
s
in
g
GAI
h
as
its
d
is
ad
v
an
tag
es
lik
e
r
ely
in
g
o
n
it.
Yo
u
d
o
n
’
t
p
u
t
in
ef
f
o
r
t.
Fo
r
ex
am
p
le,
I
will
p
aste
m
y
wo
r
k
,
t
h
en
G
r
am
m
ar
ly
c
o
r
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ts
it.
Yo
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o
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t
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av
e
to
r
e
v
iew
it.
Yo
u
ju
s
t
co
p
y
it.
(
Stu
d
en
t 2
)
I
ts
d
is
ad
v
an
tag
e
is
th
e
o
v
er
-
r
el
ian
ce
o
n
th
e
web
s
ite.
(
Stu
d
en
t
4
)
I
ts
o
n
ly
d
o
w
n
s
id
e
is
th
at
we
b
ec
o
m
e
to
o
r
elian
t o
n
it.
(
Stu
d
e
n
t 6
)
T
h
e
r
esp
o
n
s
es
r
ev
ea
l
th
e
s
t
u
d
en
ts
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e
co
n
ce
r
n
ed
ab
o
u
t
u
s
in
g
GAI
wr
itin
g
to
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ls
b
ec
au
s
e
o
f
o
v
er
-
r
elian
ce
.
I
t
m
ea
n
s
th
e
u
s
er
s
h
av
e
b
ec
o
m
e
d
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en
d
en
t
o
n
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co
m
p
lis
h
th
eir
wr
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task
s
.
Mo
s
t
o
f
th
e
r
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n
d
en
ts
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e
a
n
e
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ativ
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m
p
r
ess
io
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d
s
ee
it
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a
d
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d
v
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tag
e.
T
h
ey
also
b
eliev
e
t
h
at
it
m
ay
d
ev
elo
p
f
u
r
th
er
is
s
u
es
co
n
ce
r
n
in
g
eth
i
ca
l
u
s
e.
T
h
is
m
ea
n
s
t
h
at
th
e
r
esp
o
n
d
en
ts
s
ee
it
as
o
n
e
o
f
t
h
e
m
ajo
r
co
n
ce
r
n
s
in
u
s
in
g
GAI
wr
itin
g
to
o
ls
as
i
t
h
in
d
er
s
a
n
d
co
m
p
r
o
m
is
es
t
h
eir
d
e
v
elo
p
m
e
n
t.
R
o
b
b
in
s
[
2
7
]
s
tated
t
h
at
th
e
d
o
wn
s
id
e
o
f
d
ep
en
d
e
n
ce
o
n
AI
is
th
at
u
s
er
s
lo
s
e
th
eir
s
k
il
ls
f
r
o
m
n
o
t
u
tili
zin
g
it
an
d
th
e
lack
o
f
n
ec
ess
ity
.
J
ie
an
d
Kam
r
o
zz
am
an
[
2
8
]
also
m
en
tio
n
ed
s
im
ilar
ch
all
en
g
es
am
o
n
g
t
h
e
s
tu
d
e
n
ts
at
th
e
I
n
ter
n
atio
n
a
l
Un
iv
er
s
ity
in
Kela
n
a
J
ay
a,
Petalin
g
J
ay
a,
Selan
g
o
r
wh
ich
g
av
e
th
em
a
h
ig
h
lev
el
o
f
d
ep
e
n
d
en
cy
o
n
AI
to
o
ls
an
d
d
ec
r
ea
s
ed
cr
itical
th
in
k
in
g
s
k
ills
.
T
h
er
ef
o
r
e,
th
is
m
ea
n
s
th
at
th
e
is
s
u
e
o
f
o
v
er
-
r
elian
ce
o
n
AI
to
o
ls
is
a
n
is
s
u
e
th
at
all
AI
to
o
l u
s
er
s
m
ay
co
n
f
r
o
n
t.
3
.
3
.
2
.
I
na
cc
ura
cy
I
n
th
is
th
em
e,
GAI
wr
itin
g
to
o
ls
ar
e
s
ee
n
b
y
th
e
s
tu
d
e
n
ts
as
h
av
in
g
a
ten
d
en
c
y
to
in
p
u
t
in
co
r
r
ec
t
in
f
o
r
m
atio
n
.
T
h
is
ca
n
b
e
d
u
e
t
o
th
e
GAI
'
s
s
y
s
tem
lim
itatio
n
.
Alth
o
u
g
h
it
is
a
co
m
m
o
n
o
cc
u
r
r
en
ce
,
s
o
m
e
o
f
it
is
ch
allen
g
in
g
to
s
p
o
t b
ec
au
s
e
it r
eq
u
ir
es u
n
d
er
s
tan
d
in
g
an
d
k
ee
n
ey
es.
Hav
in
g
ca
u
s
ed
co
n
f
u
s
io
n
am
o
n
g
u
s
er
s
d
u
e
to
in
c
o
r
r
ec
t in
f
o
r
m
atio
n
,
t
h
e
r
esp
o
n
d
en
ts
p
er
ce
iv
e
d
it a
s
a
d
is
ad
v
an
tag
e
wh
e
n
u
s
in
g
GAI
wr
itin
g
to
o
ls
.
E
v
en
th
o
u
g
h
it is
th
e
GAI
th
at
cr
af
ted
it,
th
er
e
is
th
at.
.
.
Oh
,
t
h
is
is
wr
o
n
g
!
(
Stu
d
e
n
t 7
)
T
h
er
e
ar
e
e
r
r
o
r
s
th
at
we
h
av
e
t
o
f
ilter
o
u
t.
(
Stu
d
en
t
8
)
T
h
e
r
esp
o
n
s
es
in
d
icate
th
at
th
er
e
ar
e
in
s
tan
ce
s
in
wh
ich
G
AI
wr
itin
g
to
o
ls
p
r
o
v
id
e
in
f
o
r
m
atio
n
th
at
m
ay
n
o
t
b
e
tr
u
e
to
th
e
s
u
b
ject
m
atter
an
d
is
r
en
d
er
ed
in
ac
cu
r
ate.
A
r
esp
o
n
d
en
t
m
ad
e
a
n
e
x
p
r
ess
iv
e
s
tatem
en
t
u
p
o
n
r
ec
o
g
n
izin
g
a
n
er
r
o
r
s
u
g
g
esti
n
g
an
u
n
ex
p
ec
te
d
o
cc
u
r
r
e
n
ce
.
T
h
is
m
ay
im
p
ly
th
e
d
if
f
ic
u
lty
in
s
p
o
ttin
g
th
e
er
r
o
r
o
r
a
d
is
s
atis
f
ac
tio
n
to
w
ar
d
th
e
GAI
-
g
en
e
r
ated
tex
ts
wh
ich
ex
p
r
ess
es
a
s
ig
n
if
ican
t
co
n
ce
r
n
am
o
n
g
th
e
r
esp
o
n
d
en
ts
d
u
e
to
its
n
eg
ativ
e
im
p
ac
t
o
n
th
eir
o
u
tp
u
t.
GAI
wr
itin
g
to
o
l
C
h
atGPT
ca
n
b
e
b
iased
o
r
in
ac
cu
r
ate
d
ep
en
d
i
n
g
o
n
th
e
d
ata
it
is
tr
ain
ed
wh
ich
m
a
y
b
e
f
lawe
d
.
T
h
is
m
ea
n
s
th
at
th
e
in
f
o
r
m
atio
n
it
b
ased
its
an
s
wer
o
n
is
th
e
r
ea
s
o
n
f
o
r
th
e
er
r
o
r
in
its
r
esp
o
n
s
e
[
2
9
]
.
T
h
er
e
a
r
e
also
id
e
n
tifie
d
m
u
ltip
le
d
is
to
r
ted
in
f
o
r
m
atio
n
f
r
o
m
C
h
atGPT
u
s
in
g
a
liter
atu
r
e
r
ev
iew
[
3
0
]
.
T
h
is
r
ev
e
als
th
at
s
o
m
e
A
I
wr
itin
g
to
o
ls
ar
e
u
n
d
en
iab
ly
s
u
b
jecte
d
to
in
ac
cu
r
ac
y
.
3
.
4
.
Address
ing
t
he
dis
a
dv
a
nta
g
es o
f
us
ing
g
ener
a
t
iv
e
a
r
t
if
icia
l int
ellig
ence
writ
ing
t
o
o
ls
3
.
4
.
1
.
E
nco
ura
g
e
s
elf
-
im
pro
v
em
ent
T
h
e
t
h
e
m
e
d
em
o
n
s
t
r
at
es
h
o
w
s
tu
d
e
n
ts
b
e
lie
v
e
c
o
n
s
is
te
n
t
p
er
s
o
n
al
ef
f
o
r
t
a
n
d
p
r
ac
t
ice
a
r
e
es
s
en
t
ial
f
o
r
th
e
ir
s
k
i
ll
d
e
v
e
lo
p
m
e
n
t
a
n
d
l
ea
r
n
in
g
.
As
m
e
n
ti
o
n
e
d
b
y
th
e
p
ar
tici
p
an
ts
t
h
e
y
a
cti
v
e
ly
c
o
n
s
tr
u
ct
t
h
e
ir
w
o
r
k
in
s
t
ea
d
o
f
en
ti
r
el
y
r
el
y
i
n
g
o
n
GAI
w
r
i
ti
n
g
t
o
o
ls
,
t
h
e
y
a
ls
o
ta
lk
e
d
ab
o
u
t
r
e
v
i
ewi
n
g
th
ei
r
j
o
b
to
e
n
s
u
r
e
its
q
u
a
lit
y
,
th
e
y
w
a
n
t
t
o
i
m
p
r
o
v
e
t
h
ei
r
w
r
iti
n
g
s
k
il
ls
r
at
h
e
r
t
h
a
n
u
s
i
n
g
GAI
t
o
r
e
p
l
ac
e
th
em
.
T
h
ey
al
s
o
e
m
p
h
asiz
ed
u
s
i
n
g
GAI
w
r
iti
n
g
to
o
ls
o
n
ly
as
g
u
i
d
e
t
o
en
c
o
u
r
a
g
e
s
e
lf
-
i
m
p
r
o
v
e
m
e
n
t
.
T
h
ese
a
cti
o
n
s
r
e
f
l
ec
t
t
h
ei
r
b
eli
ef
t
h
a
t
p
r
ac
tici
n
g
a
n
d
p
u
tti
n
g
in
e
f
f
o
r
t
le
ad
s
t
o
b
ett
er
u
n
d
er
s
ta
n
d
in
g
an
d
l
o
n
g
-
te
r
m
g
r
o
wt
h
.
I
n
t
h
ei
r
r
es
p
o
n
s
es:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
Gen
era
tive
a
r
tifi
cia
l in
tellig
en
ce
a
s
p
o
w
ered
w
r
itin
g
to
o
ls
in
a
ca
d
emic
w
r
itin
g
(
E
xe
q
u
iel
B
.
Go
n
z
a
g
a
)
1127
I
will
im
p
r
o
v
e
b
y
n
o
t
r
ely
i
n
g
o
n
GAI
all
th
e
tim
e.
I
wil
l
tr
y
wr
itin
g
ess
ay
s
u
s
in
g
m
y
id
ea
s
o
r
co
m
p
letin
g
ass
ig
n
m
en
ts
with
o
u
t d
ep
en
d
in
g
o
n
GAI
.
(
Stu
d
en
t 1
)
As
a
GAI
u
s
er
,
I
also
m
ak
e
m
y
s
elf
awa
r
e
if
I
am
r
ely
in
g
to
o
m
u
ch
o
n
C
h
atGPT
.
I
f
it
b
ec
o
m
es
ex
ce
s
s
iv
e,
I
s
h
o
u
ld
r
ely
o
n
m
y
s
k
ills
an
d
n
o
t
d
ep
e
n
d
to
o
m
u
ch
o
n
GAI
.
I
t
is
ef
f
ec
tiv
e
b
e
ca
u
s
e
I
ca
n
also
lear
n
.
(
Stu
d
en
t
4
)
T
h
is
th
em
e
e
x
is
ts
b
ec
au
s
e
s
tu
d
en
ts
v
alu
e
th
eir
ab
ilit
y
t
o
im
p
r
o
v
e
th
r
o
u
g
h
h
ar
d
wo
r
k
an
d
p
r
ac
tice.
T
h
ey
k
n
o
w
th
at
wh
ile
GAI
ca
n
ass
is
t,
th
ey
ar
e
lear
n
in
g
f
r
o
m
th
eir
attem
p
ts
an
d
r
ev
is
io
n
s
.
B
y
p
r
io
r
itizin
g
p
er
s
o
n
al
ef
f
o
r
t,
th
e
y
aim
to
b
e
co
m
e
m
o
r
e
co
n
f
id
en
t
a
n
d
ca
p
ab
le
in
th
eir
ac
a
d
em
ic
an
d
cr
e
ativ
e
p
u
r
s
u
its
.
T
h
ey
b
eliev
e
th
at
wh
ile
GAI
wr
itin
g
to
o
ls
ca
n
h
elp
,
it'
s
s
ti
ll
cr
u
cial
to
th
eir
id
ea
s
an
d
c
r
ea
tiv
ity
.
T
h
ey
wa
n
t
to
p
er
s
o
n
alize
th
eir
wo
r
k
an
d
e
n
s
u
r
e
th
at
it
r
ef
lects
th
eir
th
o
u
g
h
ts
,
s
o
th
ey
n
ee
d
to
en
s
u
r
e
t
h
at
GAI
'
s
in
p
u
t
is
m
ix
ed
with
th
eir
e
f
f
o
r
ts
.
3
.
4
.
2
.
Do
ub
le
-
chec
k
t
he
g
ene
ra
t
iv
e
a
r
t
if
icia
l int
ellig
ence
o
utput
s
T
h
e
th
em
es h
ig
h
lig
h
t th
at
p
ar
t
icip
an
ts
u
n
d
er
s
tan
d
GAI
is
n
o
t
p
er
f
ec
t a
n
d
s
o
m
etim
es m
ak
es m
is
tak
es.
T
o
av
o
id
p
r
o
b
lem
s
,
th
ey
r
ev
iew
GAI
-
g
en
er
ated
o
u
tp
u
ts
o
r
co
m
p
ar
e
th
e
m
with
o
th
er
s
o
u
r
ce
s
to
en
s
u
r
e
ac
cu
r
ac
y
.
T
h
e
y
r
ec
o
g
n
ize
th
a
t
GAI
wr
itin
g
to
o
ls
,
wh
ile
h
e
lp
f
u
l,
ar
e
n
o
t
alwa
y
s
ac
cu
r
ate
in
f
o
r
m
atio
n
.
T
h
ey
u
n
d
er
s
tan
d
t
h
at
r
ely
in
g
to
o
m
u
ch
o
n
GAI
wr
itin
g
with
o
u
t
v
er
if
y
in
g
its
o
u
tp
u
t
ca
n
lead
t
o
m
is
tak
es
in
th
eir
wo
r
k
.
B
y
r
e
v
iewin
g
an
d
d
o
u
b
le
-
ch
ec
k
in
g
th
e
GAI
-
g
en
er
at
ed
co
n
ten
t
with
o
th
er
s
o
u
r
ce
s
o
r
th
eir
o
wn
,
th
e
y
aim
to
en
s
u
r
e
ac
cu
r
ac
y
an
d
m
ain
tain
q
u
ality
in
th
eir
task
s
.
T
h
is
ca
u
tio
u
s
ap
p
r
o
ac
h
lik
ely
s
tem
s
f
r
o
m
p
er
s
o
n
al
ex
p
er
ien
ce
s
with
GAI
er
r
o
r
s
o
r
f
r
o
m
g
u
id
an
ce
t
h
ey
’
v
e
r
ec
eiv
ed
ab
o
u
t
th
e
im
p
o
r
tan
ce
o
f
cr
itical
th
in
k
in
g
wh
en
u
s
in
g
tech
n
o
lo
g
y
.
So
m
e
o
f
th
e
p
ar
ticip
an
ts
s
aid
:
Fo
r
ex
am
p
le,
if
I
'
m
u
n
s
atis
f
ied
with
C
h
atGPT
'
s
an
s
wer
,
I
'
ll
s
ea
r
ch
f
o
r
in
f
o
r
m
atio
n
o
n
o
t
h
e
r
web
s
ites
.
(
Stu
d
en
t 7
)
Yes.
Dir
ec
tly
u
s
e
a
n
o
th
er
GA
I
if
h
e
p
r
o
v
i
d
es
th
e
s
am
e
in
f
o
r
m
atio
n
as
th
e
s
o
f
twar
e
p
r
o
v
id
ed
o
r
y
o
u
d
o
m
an
u
al
s
ea
r
ch
in
g
if
y
o
u
r
s
ea
r
ch
es c
o
in
cid
e
with
th
e
GAI
.
(
Stu
d
en
t 8
)
T
h
ese
th
em
es
em
p
h
asize
th
at
s
tu
d
en
ts
u
n
d
e
r
s
tan
d
th
at
G
AI
wr
itin
g
to
o
ls
,
wh
ile
h
elp
f
u
l,
ar
e
n
o
t
alwa
y
s
ac
cu
r
ate
an
d
ca
n
m
ak
e
m
is
tak
es.
T
h
is
u
n
d
e
r
s
tan
d
in
g
lik
ely
c
o
m
es
f
r
o
m
p
e
r
s
o
n
al
ex
p
er
ien
ce
s
wh
e
r
e
GAI
p
r
o
v
id
e
d
in
co
r
r
ec
t
in
f
o
r
m
atio
n
o
r
g
u
id
an
ce
,
th
e
y
’
v
e
r
ec
eiv
ed
em
p
h
asizin
g
cr
itical
t
h
in
k
in
g
wh
e
n
u
s
in
g
tech
n
o
lo
g
y
.
B
y
d
o
u
b
le
-
c
h
ec
k
in
g
GAI
o
u
tp
u
ts
,
s
tu
d
e
n
ts
aim
to
en
s
u
r
e
th
at
t
h
eir
wo
r
k
is
ac
c
u
r
ate
a
n
d
h
ig
h
-
q
u
ality
,
a
v
o
id
in
g
p
o
ten
tial
er
r
o
r
s
f
r
o
m
u
n
q
u
esti
o
n
i
n
g
ly
t
r
u
s
tin
g
GAI
wr
itin
g
t
o
o
ls
.
Peo
p
le
o
f
ten
ap
p
r
o
ac
h
GAI
with
ca
u
tio
n
b
ec
au
s
e
th
ey
k
n
o
w
it’s
n
o
t
p
er
f
ec
t.
T
h
ey
u
n
d
er
s
tan
d
t
h
at
GAI
to
o
ls
ca
n
s
o
m
etim
es
p
r
o
v
id
e
i
n
co
r
r
ec
t
o
r
b
iased
in
f
o
r
m
atio
n
.
As
a
r
esu
lt,
m
an
y
u
s
er
s
n
ee
d
to
v
er
if
y
GAI
-
g
en
e
r
ated
co
n
ten
t
with
o
th
e
r
r
eliab
le
s
o
u
r
ce
s
to
m
ain
tain
ac
cu
r
ac
y
a
n
d
tr
u
s
t
i
n
th
eir
wo
r
k
.
T
h
is
ca
r
ef
u
l
ap
p
r
o
ac
h
h
elp
s
th
em
u
s
e
GAI
wr
itin
g
to
o
ls
ef
f
ec
tiv
ely
wh
ile
m
in
im
izin
g
r
is
k
s
[
3
1
]
.
3
.
4
.
3
.
E
nco
ura
g
e
ind
epende
nt
wo
rk
T
h
is
th
em
e
em
p
h
asizes
h
o
w
c
er
tain
s
itu
atio
n
s
th
at
f
ac
ed
th
e
r
esp
o
n
d
e
n
ts
in
u
s
in
g
GAI
wr
i
tin
g
to
o
ls
m
ay
b
e
in
s
p
ir
e
d
to
wo
r
k
in
d
e
p
en
d
en
tly
b
y
s
p
ec
if
ic
d
if
f
ic
u
lties
wh
en
u
tili
zin
g
GAI
wr
itin
g
to
o
ls
.
I
t
s
u
g
g
ests
th
er
e
ar
e
ad
v
a
n
tag
es
to
r
eq
u
ir
in
g
s
tu
d
en
ts
t
o
d
o
th
eir
task
s
in
d
ep
e
n
d
en
tly
s
in
ce
it
f
o
s
ter
s
th
eir
ab
ilit
ies,
o
r
ig
in
ality
,
an
d
ac
ad
e
m
ic
wr
itin
g
.
Few
o
f
t
h
e
r
esp
o
n
s
es in
clu
d
e
as f
o
llo
ws.
I
f
th
er
e'
s
n
o
in
ter
n
et
co
n
n
ec
tio
n
an
d
p
o
o
r
s
ig
n
al.
I
t
is
n
ice
b
ec
au
s
e
it
will
f
o
r
ce
y
o
u
to
d
o
it
in
d
ep
en
d
en
tly
with
o
u
t r
ely
in
g
o
n
GAI
.
(
Stu
d
en
t 3
)
T
h
e
ab
ilit
y
o
f
a
h
u
m
an
to
cr
a
f
t
a
p
iece
an
d
f
o
r
m
u
late
th
o
u
g
h
ts
will
n
o
t
b
e
p
r
ac
ticed
o
r
en
h
an
ce
d
.
I
f
ea
r
b
ein
g
f
o
u
n
d
o
u
t
th
at
I
a
m
u
s
in
g
GAI
.
I
t
m
ig
h
t
ev
e
n
r
ea
ch
th
e
p
o
in
t
wh
e
r
e
I
ca
n
n
o
lo
n
g
e
r
co
n
s
tr
u
ct
a
p
ar
ag
r
ap
h
o
n
m
y
o
wn
.
I
'
m
s
ca
r
ed
t
h
at
I
m
ig
h
t
n
o
lo
n
g
er
k
n
o
w
h
o
w
t
o
wr
ite
with
p
r
o
p
er
g
r
am
m
ar
.
T
h
at'
s
wh
y
I
am
p
r
a
cticin
g
m
y
s
elf
b
y
wr
itin
g
a
jo
u
r
n
al.
(
Stu
d
en
t 6
)
T
h
e
d
if
f
icu
lties
p
ar
ticip
an
ts
e
n
co
u
n
ter
e
d
w
h
en
d
ep
e
n
d
in
g
o
n
GAI
tec
h
n
o
lo
g
ies
g
a
v
e
r
is
e
to
th
em
es
p
r
o
m
o
tin
g
i
n
d
ep
e
n
d
en
t
wo
r
k
.
L
ac
k
o
f
i
n
ter
n
et,
s
tead
y
c
o
n
n
e
ctio
n
,
o
r
e
n
o
u
g
h
d
ata
is
th
e
ce
n
tr
al
is
s
u
e
th
at
th
e
p
ar
ticip
an
ts
b
r
o
u
g
h
t
u
p
.
B
ec
au
s
e
o
f
th
is
,
th
ey
ar
e
f
o
r
ce
d
to
r
e
ly
o
n
th
eir
ab
ilit
ies an
d
k
n
o
wled
g
e
to
f
i
n
is
h
th
eir
task
s
.
W
h
ile
s
tu
d
en
ts
f
ee
l
th
at
th
ey
s
h
o
u
ld
cu
ltiv
ate
th
eir
o
wn
cr
itical
th
in
k
in
g
s
k
ills
,
th
ese
p
ar
ticip
an
ts
ac
k
n
o
wled
g
e
th
at
GAI
ass
is
tan
ts
ca
n
o
f
f
er
h
elp
f
u
l
in
f
o
r
m
atio
n
an
d
id
ea
s
b
u
t
s
tu
d
en
ts
b
eliev
e
th
at
th
e
y
s
h
o
u
ld
d
ev
elo
p
t
h
eir
cr
itical
th
in
k
in
g
,
wr
itin
g
s
k
ills
,
an
d
cr
ea
tiv
ity
.
T
h
e
th
em
es
en
c
o
u
r
ag
i
n
g
in
d
e
p
en
d
en
t
w
o
r
k
a
r
is
e
f
r
o
m
ch
allen
g
es
f
ac
ed
b
y
th
e
p
ar
ticip
an
ts
wh
en
r
ely
in
g
o
n
GAI
to
o
ls
in
th
eir
w
r
itin
g
task
s
.
Pad
illa
et
a
l.
[
3
2
]
s
u
g
g
ested
th
at
u
s
in
g
GAI
wr
itin
g
to
o
ls
in
ac
a
d
em
ic
wr
itin
g
m
ig
h
t
p
r
ev
en
t
s
tu
d
en
ts
f
r
o
m
h
o
n
in
g
th
eir
wr
itin
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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2
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8
9
3
8
I
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tif
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tell
,
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l.
15
,
No
.
2
,
Ap
r
il
20
26
:
11
21
-
11
31
1128
an
d
cr
itical
th
in
k
in
g
s
k
ills
.
B
alan
cin
g
th
e
u
s
e
o
f
GAI
wr
itin
g
to
o
ls
an
d
in
d
ep
en
d
en
t
wo
r
k
to
p
r
o
m
o
te
b
etter
ac
ad
em
ic
d
ev
elo
p
m
en
t a
n
d
to
en
s
u
r
e
th
at
s
tu
d
en
ts
k
ee
p
im
p
r
o
v
in
g
t
h
eir
wr
itin
g
s
k
ills
.
3
.
4
.
4
.
Set
bo
un
da
ries o
n g
ener
a
t
iv
e
a
r
t
if
icia
l int
ellig
ence
us
a
g
e
Stu
d
en
ts
u
n
d
e
r
s
tan
d
t
h
at
r
ely
i
n
g
o
n
GAI
wr
itin
g
to
o
ls
f
o
r
e
v
er
y
task
m
ay
lead
to
a
lack
o
f
d
is
cip
lin
e
an
d
s
k
ill
d
ev
elo
p
m
e
n
t.
B
y
d
ef
in
in
g
s
p
ec
if
ic
s
itu
atio
n
s
wh
er
e
GAI
wr
itin
g
to
o
ls
ar
e
ap
p
r
o
p
r
iate
an
d
ac
ce
p
tab
le
f
o
r
u
s
e
s
u
c
h
as
f
o
r
tim
e
-
in
ten
s
iv
e
p
r
o
jects
o
r
g
en
er
atin
g
i
d
ea
s
th
ey
m
ain
tain
a
b
alan
ce
.
T
h
ese
b
o
u
n
d
ar
ies
h
elp
th
em
s
tay
in
co
n
tr
o
l
o
f
th
eir
wo
r
k
a
n
d
e
n
s
u
r
e
th
e
y
s
till
p
u
t
in
p
er
s
o
n
al
ef
f
o
r
t
wh
er
e
it’s
n
ee
d
ed
.
Par
ticip
an
ts
ad
v
is
ed
th
at
s
tu
d
en
ts
ca
n
u
s
e
GAI
f
o
r
th
eir
ac
ad
e
m
ic
wr
itin
g
b
u
t
th
ey
n
ee
d
to
s
et
b
o
u
n
d
ar
ies f
o
r
u
s
in
g
it,
as th
e
y
r
esp
o
n
d
ed
.
Usi
n
g
GAI
is
f
in
e
as
lo
n
g
as
y
o
u
k
n
o
w
h
o
w
to
u
s
e
it
p
r
o
p
er
ly
.
E
v
er
y
th
i
n
g
h
as
lim
ita
tio
n
s
;
y
o
u
s
h
o
u
ld
n
'
t a
lway
s
r
ely
o
n
GAI
f
o
r
y
o
u
r
w
o
r
k
.
Y
o
u
s
till
n
ee
d
t
o
r
ed
u
ce
y
o
u
r
u
s
e
o
f
GAI
.
(
St
u
d
en
t 2
)
No
,
b
ec
a
u
s
e
wh
at’
s
th
e
p
u
r
p
o
s
e
o
f
s
tu
d
y
in
g
if
y
o
u
r
el
y
s
o
le
ly
o
n
GAI
?
GAI
s
h
o
u
ld
b
e
u
s
ed
to
f
in
d
r
ef
er
en
ce
s
o
r
ex
p
lan
atio
n
s
b
u
t
n
o
t
as
y
o
u
r
p
r
im
ar
y
s
o
u
r
ce
.
Do
n
'
t
co
p
y
an
d
p
aste
e
v
er
y
th
i
n
g
b
ec
au
s
e
teac
h
er
s
u
s
e
GAI
d
etec
to
r
s
.
I
t’
s
o
k
ay
to
u
s
e
GAI
if
y
o
u
wan
t
to
lea
r
n
s
o
m
eth
in
g
o
r
n
ee
d
m
o
r
e
d
etailed
ex
p
lan
atio
n
s
,
b
u
t
o
n
ly
wh
en
n
ec
ess
ar
y
.
J
u
s
t
tak
e
th
e
m
ain
p
o
in
ts
an
d
d
o
n
’
t
co
p
y
ev
er
y
th
in
g
wo
r
d
f
o
r
wo
r
d
.
(
Stu
d
e
n
t 5
)
Ou
y
an
g
et
a
l.
[
3
3
]
e
m
p
h
asiz
ed
clea
r
b
o
u
n
d
ar
ies
th
at
allo
w
AI
to
co
m
p
lem
en
t
ed
u
ca
tio
n
with
o
u
t
r
ep
lacin
g
k
ey
asp
ec
ts
lik
e
o
r
i
g
in
ality
an
d
p
r
o
b
lem
-
s
o
lv
in
g
.
Fo
r
th
ese
s
tu
d
en
ts
,
s
et
tin
g
li
m
its
m
ea
n
s
s
tay
in
g
d
is
cip
lin
ed
,
p
r
ev
en
tin
g
m
is
u
s
e
,
an
d
en
s
u
r
in
g
th
eir
g
r
o
wth
as
lear
n
er
s
r
em
ain
s
p
r
io
r
ity
.
Par
ticip
an
ts
s
u
g
g
ested
th
at
s
tu
d
en
ts
m
ay
u
s
e
AI
f
o
r
a
ca
d
em
ic
wr
itin
g
,
b
u
t c
lear
lim
its
s
h
o
u
ld
b
e
estab
lis
h
ed
o
n
h
o
w
it is
u
s
ed
.
4.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
s
tu
d
y
'
s
f
in
d
in
g
s
,
GAI
wr
itin
g
to
o
ls
wer
e
s
elf
-
r
ep
o
r
ted
b
y
th
e
s
tu
d
en
ts
to
b
e
b
en
ef
icial
in
lev
er
ag
in
g
to
o
ls
in
ac
ad
em
ic
wr
itin
g
to
im
p
r
o
v
e
q
u
ality
,
ef
f
icien
cy
,
an
d
p
r
o
d
u
ctiv
ity
.
Desp
ite
th
e
b
en
ef
its
,
d
is
ad
v
an
tag
es
ar
e
p
r
esen
t
an
d
wer
e
r
ep
o
r
ted
b
y
th
e
s
tu
d
e
n
ts
.
T
h
ese
d
o
wn
s
id
es
in
clu
d
e
o
v
er
-
r
elian
ce
a
n
d
in
ac
cu
r
ac
y
.
Ho
wev
er
,
it
d
id
n
o
t
h
in
d
er
th
e
s
tu
d
e
n
ts
f
r
o
m
ta
k
in
g
ad
v
an
tag
e
o
f
th
is
o
p
p
o
r
t
u
n
ity
to
a
d
v
an
ce
th
e
q
u
ality
o
f
ac
ad
em
ic
wr
itin
g
.
T
h
u
s
,
th
ey
h
av
e
d
ev
el
o
p
ed
co
u
n
ter
m
ea
s
u
r
es
s
u
ch
as
en
co
u
r
ag
in
g
s
elf
-
im
p
r
o
v
em
e
n
t,
d
o
u
b
le
-
c
h
e
ck
in
g
th
e
GAI
o
u
tp
u
ts
,
en
co
u
r
ag
in
g
i
n
d
ep
e
n
d
en
t
wo
r
k
,
a
n
d
s
ettin
g
b
o
u
n
d
ar
ies
o
n
GAI
u
s
ag
e
to
en
s
u
r
e
th
e
s
tab
ilit
y
o
f
th
eir
d
ev
elo
p
m
en
t.
T
h
e
s
tu
d
y
r
ec
o
m
m
e
n
d
s
f
o
r
f
u
r
th
er
ex
p
lo
r
atio
n
an
d
an
aly
s
is
o
f
GAI
wr
itin
g
to
o
ls
in
e
n
h
an
ci
n
g
tech
n
o
l
o
g
ical
li
ter
ac
y
an
d
h
o
w
t
h
ey
ar
e
b
en
e
f
icial
f
o
r
ef
f
ec
tiv
e
in
teg
r
atio
n
in
to
th
e
ac
ad
e
m
ic
s
ettin
g
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
was c
o
n
d
u
cte
d
with
o
u
t a
n
y
f
in
a
n
cial
s
u
p
p
o
r
t f
r
o
m
f
u
n
d
in
g
a
g
en
cies o
r
o
r
g
a
n
izatio
n
s
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
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to
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ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
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u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
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Va
Fo
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Vi
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Nasr
ah
A.
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R
o
d
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a
B
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T
ad
o
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I
v
y
F.
Am
an
te
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R
o
v
y
M.
B
an
g
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is
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Sh
em
A.
C
ed
eñ
o
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J
o
v
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ay
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Mo
n
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J
ai
R
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n
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S.
Ap
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C
:
C
o
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c
e
p
t
u
a
l
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Fu
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Fu
n
d
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a
c
q
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n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
Gen
era
tive
a
r
tifi
cia
l in
tellig
en
ce
a
s
p
o
w
ered
w
r
itin
g
to
o
ls
in
a
ca
d
emic
w
r
itin
g
(
E
xe
q
u
iel
B
.
Go
n
z
a
g
a
)
1129
CO
NF
L
I
C
T
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