This study examines the reliability and validity of AI-generated scoring for continuation writing tasks.By comparing GPT-4 with eight experienced human raters across 21 student responses,it evaluates AI’s consistency...This study examines the reliability and validity of AI-generated scoring for continuation writing tasks.By comparing GPT-4 with eight experienced human raters across 21 student responses,it evaluates AI’s consistency,severity,and alignment with human scoring criteria.Results show that AI exhibits high self-consistency and adapts effectively to different scoring roles(e.g.,teacher vs.highstakes rater).However,AI scores were more lenient than human raters and demonstrated divergent evaluation focuses—prioritizing narrative coherence and emotional depth,while teachers emphasized linguistic accuracy and richness of detail.The findings suggest AI’s potential as a supplementary assessment tool,offering rapid,holistic feedback,but highlight the need for further calibration to align with educational standards.Implications include exploring hybrid evaluation models that leverage the strengths of both AI and human raters to achieve more equitable,efficient,and pedagogically meaningful writing assessments.展开更多
The iterative continuation task(ICT)requires English as a foreign language(EFL)learners to read a segment and write a continuation that aligns with the preceding segment of an English novel with successive turns,offer...The iterative continuation task(ICT)requires English as a foreign language(EFL)learners to read a segment and write a continuation that aligns with the preceding segment of an English novel with successive turns,offering exposure to diverse grammatical structures and opportunities for contextualized usage.Given the importance of integrating technology into second language(L2)writing and the critical role that grammar plays in L2 writing development,automated written corrective feedback provided by Grammarly has gained significant attention.This study investigates the impact of Grammarly on grammar learning strategies,grammar grit,and grammar competence among EFL college students engaged in ICT.This study employed a mixed-methods sequential exploratory design;56 participants were divided into an experimental group(n=28),receiving Grammarly feedback for ICT,and a control group(n=28),completing ICT without Grammarly feedback.Quantitative results revealed that both groups showed improvements in L2 grammar learning strategies,grit and competence.For the experimental group,significant differences were observed across all variables of L2 grammar learning strategies,grit,and competence between pre-and post-tests.For the control group,significant differences were only observed in the affective dimension of grammar learning strategies,Consistency of Interest(COI)of grammar grit,and grammar competence.However,the control group presented a significantly higher improvement in grammar competence.Qualitative analysis showed both positive and negative perceptions of Grammarly.The pedagogical implications of integrating Grammarly and ICT for L2 grammar development are discussed.展开更多
This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)sum...This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)summary writing,or(3)reading comprehension.Eye-tracking data were collected during reading,measuring early(first fixation duration,first pass duration)and late(go-past time,total fixation duration)eye movements.During writing,source-text rereading was tracked via fixation counts and durations.Results showed that task type did not affect initial lexical access,as first fixation duration showed no group differences.However,both production groups exhibited significantly longer first pass durations than the reading comprehension group.Late measures revealed a gradient pattern:the continuation writing group spent significantly longer gopast time and total fixation duration than the summary writing group,which exceeded the reading comprehension group.This indicates that continuation tasks promoted deeper cognitive engagement during reading.During writing,the continuation writing group spent more time rereading the source text with higher fixation counts than the summary writing group.These findings suggest that continuation writing triggers more intensive reader-text interaction during pre-writing and enhances comprehension-production coupling through sustained attention to input during writing.This study sheds light on the cognitive mechanisms underlying the theoretical and pedagogical value of xu-argument.展开更多
This study integrates explicit input enhancement into comparative continuation writing,defined as a task in which learners produce a continuation by comparing their own expression with an input text,aligning with its ...This study integrates explicit input enhancement into comparative continuation writing,defined as a task in which learners produce a continuation by comparing their own expression with an input text,aligning with its discourse structure and linguistic features,while developing their own ideas.It aims to examine whether English as a Foreign Language(EFL)learners in China exhibit differences in discourse competence and writing performance when completing comparative continuation writing combined with different input enhancement techniques,and whether the alignment effect occurs at the discourse level.Sixty first-year Chinese senior middle school students were divided into four groups:three groups engaged in comparative continuation writing with varying input enhancement,achieved by combining different techniques,while a control group performed a designated-topic writing task.The results revealed that three comparative continuation writing groups outperformed the designated-topic writing group in discourse competence,particularly in the use of temporal connectives.However,differences and some inconsistencies were observed among the comparative continuation writing groups across individual indices.The study highlights effective ways to incorporate comparative continuation writing into English instruction and demonstrates how explicit input enhancement can complement the task,simultaneously activating the alignment effect proposed by the xu-argument and enhancing discourse competence in writing.展开更多
This study investigated the impact of the xu-argument-based continuation on Chinese high school students’English syntactic complexity captured using verb-argument constructions(VACs)over an 8-week period.Participants...This study investigated the impact of the xu-argument-based continuation on Chinese high school students’English syntactic complexity captured using verb-argument constructions(VACs)over an 8-week period.Participants were two comparable groups of students:one group worked with English input texts(i.e.,E-E),while the other worked with Chinese input texts with the same content(i.e.,C-E).The results showed that over time,the E-E group exhibited a greater tendency to use a wider range of VACs,such as caused-motion constructions,attributives,passives,and phrasal verbs.At the same time,they reduced their use of simpler VACs like intransitive-motion and simple transitive constructions,especially when compared to the C-E group.This pattern was also evident in the topic-based writing during the posttest.These findings strongly support the effectiveness of xu-argument-based continuation tasks in promoting the development of L2 VAC knowledge.They suggest that tasks combining language input with output can significantly enhance learners’ability to use more sophisticated VACs.展开更多
This study compares the relative efficacy of the continuation task and the model-as-feedbackwriting (MAFW) task in EFL writing development. Ninety intermediate-level Chinese EFL learnerswere randomly assigned to a con...This study compares the relative efficacy of the continuation task and the model-as-feedbackwriting (MAFW) task in EFL writing development. Ninety intermediate-level Chinese EFL learnerswere randomly assigned to a continuation group, a MAFW group, and a control group, each with30 learners. A pretest and a posttest were used to gauge L2 writing development. Results showedthat the continuation task outperformed the MAFW task not only in enhancing the overall qualityof L2 writing, but also in promoting the quality of three components of L2 writing, namely, content,organization, and language. The finding has important implications for L2 writing teaching andlearning.展开更多
Rhetorical devices are a kind of language expression often seen in articles.With the development of the new era,the requirements for listening,speaking,reading and writing in today's English education are graduall...Rhetorical devices are a kind of language expression often seen in articles.With the development of the new era,the requirements for listening,speaking,reading and writing in today's English education are gradually increasing,and the requirements for writing are also getting higher and higher.In the English curriculum standards for senior high schools(2017 edition),the Ministry of Education also further improved the requirements of high school students'listening,speaking,reading and writing skills.In high school English textbooks,each unit of the article often contains a variety of rhetorical devices,but high school students cannot skillfully use rhetorical devices in the continuation writing.Therefore,it is necessary to explore the use of rhetorical devices in post reading continuation.This paper analyzes the application of rhetorical devices in the continuation of high school reading.Using the output oriented teaching method in teaching to help students understand and apply.The purpose is to let high school students understand the embodiment of rhetorical devices in English articles;Be able to master and skillfully use rhetorical devices in the continuation writing.This paper decides to explore and study rhetorical sentence patterns to help students increase their ability to write English and improve their appreciation of the beauty of the English language.展开更多
The analytic continuation serves as a crucial bridge between quantum Monte Carlo calculations in imaginary-time formalism,specifically the Green's functions,and physical measurements(the spectral functions)in real...The analytic continuation serves as a crucial bridge between quantum Monte Carlo calculations in imaginary-time formalism,specifically the Green's functions,and physical measurements(the spectral functions)in real time.Various approaches have been developed to enhance the accuracy of analytic continuation,including the Padéapproximation,the maximum entropy method,and stochastic analytic continuation.In this study,we employ different deep learning techniques to investigate the analytic continuation for the quantum impurity model.A significant challenge in this context is that the sharp Abrikosov-Suhl resonance peak may be either underestimated or overestimated.We fit both the imaginary-time Green's function and the spectral function using Chebyshev polynomials in logarithmic coordinates.We utilize Full-Connected Networks(FCN),Convolutional Neural Networks(CNNs),and Residual Networks(ResNet)to address this issue.Our findings indicate that introducing noise during the training phase significantly improves the accuracy of the learning process.The typical absolute error achieved is less than 10-4.These investigations pave the way for machine learning to optimize the analytic continuation problem in many-body systems,thereby reducing the need for prior expertise in physics.展开更多
Stability is the key to inverse Q-filtering. In this paper we present a stable approach to inverse Q-filtering, based on the theory of wavefield downward continuation. It is implemented in a layered manner, assuming a...Stability is the key to inverse Q-filtering. In this paper we present a stable approach to inverse Q-filtering, based on the theory of wavefield downward continuation. It is implemented in a layered manner, assuming a layered-earth Q model. For each individual constant Q layer, the seismic wavefield recorded at the surface is first extrapolated down to the top of the current layer and a constant Q inverse filter is then applied to the current layer. When extrapolating within the overburden, a stable wavefield continuation algorithm in combination with a stabilization factor is applied. This avoids accumulating inverse Q-filter errors within the overburden. Within the current constant Q layer, we use Gabor spectral analysis on the signals to pick time-variant gain-constrained frequencies and then deduce the corresponding gain-constrained amplitudes to stabilize the inverse Q-filtering algorithm. The algorithm is tested and verified application to field data.展开更多
文摘This study examines the reliability and validity of AI-generated scoring for continuation writing tasks.By comparing GPT-4 with eight experienced human raters across 21 student responses,it evaluates AI’s consistency,severity,and alignment with human scoring criteria.Results show that AI exhibits high self-consistency and adapts effectively to different scoring roles(e.g.,teacher vs.highstakes rater).However,AI scores were more lenient than human raters and demonstrated divergent evaluation focuses—prioritizing narrative coherence and emotional depth,while teachers emphasized linguistic accuracy and richness of detail.The findings suggest AI’s potential as a supplementary assessment tool,offering rapid,holistic feedback,but highlight the need for further calibration to align with educational standards.Implications include exploring hybrid evaluation models that leverage the strengths of both AI and human raters to achieve more equitable,efficient,and pedagogically meaningful writing assessments.
文摘The iterative continuation task(ICT)requires English as a foreign language(EFL)learners to read a segment and write a continuation that aligns with the preceding segment of an English novel with successive turns,offering exposure to diverse grammatical structures and opportunities for contextualized usage.Given the importance of integrating technology into second language(L2)writing and the critical role that grammar plays in L2 writing development,automated written corrective feedback provided by Grammarly has gained significant attention.This study investigates the impact of Grammarly on grammar learning strategies,grammar grit,and grammar competence among EFL college students engaged in ICT.This study employed a mixed-methods sequential exploratory design;56 participants were divided into an experimental group(n=28),receiving Grammarly feedback for ICT,and a control group(n=28),completing ICT without Grammarly feedback.Quantitative results revealed that both groups showed improvements in L2 grammar learning strategies,grit and competence.For the experimental group,significant differences were observed across all variables of L2 grammar learning strategies,grit,and competence between pre-and post-tests.For the control group,significant differences were only observed in the affective dimension of grammar learning strategies,Consistency of Interest(COI)of grammar grit,and grammar competence.However,the control group presented a significantly higher improvement in grammar competence.Qualitative analysis showed both positive and negative perceptions of Grammarly.The pedagogical implications of integrating Grammarly and ICT for L2 grammar development are discussed.
文摘This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)summary writing,or(3)reading comprehension.Eye-tracking data were collected during reading,measuring early(first fixation duration,first pass duration)and late(go-past time,total fixation duration)eye movements.During writing,source-text rereading was tracked via fixation counts and durations.Results showed that task type did not affect initial lexical access,as first fixation duration showed no group differences.However,both production groups exhibited significantly longer first pass durations than the reading comprehension group.Late measures revealed a gradient pattern:the continuation writing group spent significantly longer gopast time and total fixation duration than the summary writing group,which exceeded the reading comprehension group.This indicates that continuation tasks promoted deeper cognitive engagement during reading.During writing,the continuation writing group spent more time rereading the source text with higher fixation counts than the summary writing group.These findings suggest that continuation writing triggers more intensive reader-text interaction during pre-writing and enhances comprehension-production coupling through sustained attention to input during writing.This study sheds light on the cognitive mechanisms underlying the theoretical and pedagogical value of xu-argument.
文摘This study integrates explicit input enhancement into comparative continuation writing,defined as a task in which learners produce a continuation by comparing their own expression with an input text,aligning with its discourse structure and linguistic features,while developing their own ideas.It aims to examine whether English as a Foreign Language(EFL)learners in China exhibit differences in discourse competence and writing performance when completing comparative continuation writing combined with different input enhancement techniques,and whether the alignment effect occurs at the discourse level.Sixty first-year Chinese senior middle school students were divided into four groups:three groups engaged in comparative continuation writing with varying input enhancement,achieved by combining different techniques,while a control group performed a designated-topic writing task.The results revealed that three comparative continuation writing groups outperformed the designated-topic writing group in discourse competence,particularly in the use of temporal connectives.However,differences and some inconsistencies were observed among the comparative continuation writing groups across individual indices.The study highlights effective ways to incorporate comparative continuation writing into English instruction and demonstrates how explicit input enhancement can complement the task,simultaneously activating the alignment effect proposed by the xu-argument and enhancing discourse competence in writing.
文摘This study investigated the impact of the xu-argument-based continuation on Chinese high school students’English syntactic complexity captured using verb-argument constructions(VACs)over an 8-week period.Participants were two comparable groups of students:one group worked with English input texts(i.e.,E-E),while the other worked with Chinese input texts with the same content(i.e.,C-E).The results showed that over time,the E-E group exhibited a greater tendency to use a wider range of VACs,such as caused-motion constructions,attributives,passives,and phrasal verbs.At the same time,they reduced their use of simpler VACs like intransitive-motion and simple transitive constructions,especially when compared to the C-E group.This pattern was also evident in the topic-based writing during the posttest.These findings strongly support the effectiveness of xu-argument-based continuation tasks in promoting the development of L2 VAC knowledge.They suggest that tasks combining language input with output can significantly enhance learners’ability to use more sophisticated VACs.
文摘This study compares the relative efficacy of the continuation task and the model-as-feedbackwriting (MAFW) task in EFL writing development. Ninety intermediate-level Chinese EFL learnerswere randomly assigned to a continuation group, a MAFW group, and a control group, each with30 learners. A pretest and a posttest were used to gauge L2 writing development. Results showedthat the continuation task outperformed the MAFW task not only in enhancing the overall qualityof L2 writing, but also in promoting the quality of three components of L2 writing, namely, content,organization, and language. The finding has important implications for L2 writing teaching andlearning.
文摘Rhetorical devices are a kind of language expression often seen in articles.With the development of the new era,the requirements for listening,speaking,reading and writing in today's English education are gradually increasing,and the requirements for writing are also getting higher and higher.In the English curriculum standards for senior high schools(2017 edition),the Ministry of Education also further improved the requirements of high school students'listening,speaking,reading and writing skills.In high school English textbooks,each unit of the article often contains a variety of rhetorical devices,but high school students cannot skillfully use rhetorical devices in the continuation writing.Therefore,it is necessary to explore the use of rhetorical devices in post reading continuation.This paper analyzes the application of rhetorical devices in the continuation of high school reading.Using the output oriented teaching method in teaching to help students understand and apply.The purpose is to let high school students understand the embodiment of rhetorical devices in English articles;Be able to master and skillfully use rhetorical devices in the continuation writing.This paper decides to explore and study rhetorical sentence patterns to help students increase their ability to write English and improve their appreciation of the beauty of the English language.
基金Sponsored by National Natural Science Foundation of China(Grant No.12174101)Fundamental Research Funds for the Central Universities(Grant No.2022MS051).
文摘The analytic continuation serves as a crucial bridge between quantum Monte Carlo calculations in imaginary-time formalism,specifically the Green's functions,and physical measurements(the spectral functions)in real time.Various approaches have been developed to enhance the accuracy of analytic continuation,including the Padéapproximation,the maximum entropy method,and stochastic analytic continuation.In this study,we employ different deep learning techniques to investigate the analytic continuation for the quantum impurity model.A significant challenge in this context is that the sharp Abrikosov-Suhl resonance peak may be either underestimated or overestimated.We fit both the imaginary-time Green's function and the spectral function using Chebyshev polynomials in logarithmic coordinates.We utilize Full-Connected Networks(FCN),Convolutional Neural Networks(CNNs),and Residual Networks(ResNet)to address this issue.Our findings indicate that introducing noise during the training phase significantly improves the accuracy of the learning process.The typical absolute error achieved is less than 10-4.These investigations pave the way for machine learning to optimize the analytic continuation problem in many-body systems,thereby reducing the need for prior expertise in physics.
基金This research is sponsored by the National"973"Project(No.2007CB209603)the"863"Project(No.2006AA06Z108)
文摘Stability is the key to inverse Q-filtering. In this paper we present a stable approach to inverse Q-filtering, based on the theory of wavefield downward continuation. It is implemented in a layered manner, assuming a layered-earth Q model. For each individual constant Q layer, the seismic wavefield recorded at the surface is first extrapolated down to the top of the current layer and a constant Q inverse filter is then applied to the current layer. When extrapolating within the overburden, a stable wavefield continuation algorithm in combination with a stabilization factor is applied. This avoids accumulating inverse Q-filter errors within the overburden. Within the current constant Q layer, we use Gabor spectral analysis on the signals to pick time-variant gain-constrained frequencies and then deduce the corresponding gain-constrained amplitudes to stabilize the inverse Q-filtering algorithm. The algorithm is tested and verified application to field data.
