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 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
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
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
Biopolymeric nanocomposites have attracted considerable attention because of their biocompatibility,biodegradability,and unique physicochemical properties.It is essential to manufacture three-dimensional(3D)biocompati...Biopolymeric nanocomposites have attracted considerable attention because of their biocompatibility,biodegradability,and unique physicochemical properties.It is essential to manufacture three-dimensional(3D)biocompatible micro/nanostructures using biopolymeric nanocomposites.Herein,we demonstrate the high-fidelity fabrication of biocompatible 3D features with sub-50 nm resolution using femtosecond laser direct writing(FsLDW)of a biopolymeric nanocomposite composed of egg white and sulfonated graphene(S-graphene).The biopolymer nanocomposite acts as a negative photoresist suitable for water-based lithography.The introduction of S-graphene not only dramatically lowered the laser power threshold but also significantly modulated the morphology of the 3D features constructed by FsLDW.Microstructures with porous,rough,or smooth morphologies were obtained by optimizing the S-graphene concentration and laser scanning speed.The fabricated egg-white/S-graphene microstructures exhibited biocompatibility and environmental degradability.Egg white/S-graphene was also employed to fabricate diffractive gratings with superior optical quality.This study provides a promising method to manufacture biocompatible 3D features with controllable morphology,which has potential applications in biological and photonic fields.展开更多
Process-oriented writing is the main way for teachers to precisely control the problems and weak links presented by students in each writing stage.Therefore,it is possible to design teaching activities that are in lin...Process-oriented writing is the main way for teachers to precisely control the problems and weak links presented by students in each writing stage.Therefore,it is possible to design teaching activities that are in line with their cognitive levels based on students’needs;promote writing through debate,attach importance to the high integration of reading,speaking,and writing;and strengthen the subjectivity of students in writing by taking interest as the lead and life as the source.展开更多
Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studi...Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studies of the learning on the part of EFL writing teachers,especially when engaging in collaborative assessment with students,are few and far between.This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment(TSCA)(Wen,2016)in an L2 academic writing course.Drawing upon multiple types of data,three themes emerged with regard to the learning of the L2 writing teacher:1)becoming more assessment literate and capable of providing constructive feedback;2)gaining more efficacy in instructional tactics,student engagement and classroom management;and 3)developing a better understanding of students’evaluation focus as well as their needs and expertise in writing.This study offers a robust picture of how TSCA can foster multidimensional teacher learning-cognitively,affectively,and relationally-affirming its value not only as an assessment tool but as a transformative pedagogical practice.展开更多
Giant panda writing is a classic form of thematic nature writing.Since the scientific discovery and the popularization of the giant panda by naturalists,this writing tradition has spanned nearly a century.Throughout t...Giant panda writing is a classic form of thematic nature writing.Since the scientific discovery and the popularization of the giant panda by naturalists,this writing tradition has spanned nearly a century.Throughout this process,Chinese giant panda writing has developed its own distinct characteristics.Western giant panda writing encompasses genres such as scientific essays,fieldwork notes,and documentary works.Within Chinese giant panda writing,reportage,popular science works,and comprehensive,systematic documentary works all have representative authors and texts.In recent years,IP-oriented giant panda books have shown notable performance.While Chinese giant panda writing exhibits diverse types and perspectives,its scientific rigor,informative value,and innovative expression still require enhancement.As a form of thematic nature writing,giant panda writing provides valuable insights for writings on other subjects.展开更多
The rapid development of artificial intelligence(AI)has brought significant changes to academic writing,raising important questions about authorship,originality,and how writing is taught and learned.While AI-based wri...The rapid development of artificial intelligence(AI)has brought significant changes to academic writing,raising important questions about authorship,originality,and how writing is taught and learned.While AI-based writing tools are now widely available,academic writing instruction has not kept pace and continues to rely on conventional pedagogical approaches.This paper introduces a conceptual framework called the Academic Writing and AI Integration(AWAI)Framework,which seeks to address this gap in a structured and pedagogically informed manner.Grounded in interdisciplinary scholarship,the AWAI Framework emphasizes the integration of three key elements:scholarly content knowledge,academic writing conventions,and AI literacy.Rather than reporting empirical findings,this study presents a theoretical model aimed at supporting educators and students as they navigate the opportunities and challenges posed by AI in academic contexts.The framework outlines a balanced approach to incorporating AI tools into writing instruction,while upholding the standards of academic rigor and ethical responsibility.Through this work,academic writing is reconsidered in light of emerging technological influences.The framework contributes to broader discussions about educational innovation and provides a foundation for future inquiry into the evolving relationship between human authors and intelligent systems in scholarly communication.展开更多
In this study,it aims at examining the differences between humangenerated and AI-generated texts in IELTS Writing Task 2.It especially focuses on lexical resourcefulness,grammatical accuracy,and contextual appropriate...In this study,it aims at examining the differences between humangenerated and AI-generated texts in IELTS Writing Task 2.It especially focuses on lexical resourcefulness,grammatical accuracy,and contextual appropriateness.We analyzed 20 essays,including 10 human written ones by Chinese university students who have achieved an IELTS writing score ranging from 5.5 to 6.0,and 10 ChatGPT-4 Turbo-generated ones,using a mixed-methods approach,through corpus-based tools(NLTK,SpaCy,AntConc)and qualitative content analysis.Results showed that AI texts exhibited superior grammatical accuracy(0.4%–3%error rates for AI vs.20–26%for university students)but higher lexical repetition(17.2%to 23.25%for AI vs.17.68%for university students)and weaker contextual adaptability(3.33/10–3.69/10 for AI vs.3.23/10 to 4.14/10 for university students).While AI’s grammatical precision supports its utility as a corrective tool,human writers outperformed AI in lexical diversity and task-specific nuance.The findings advocate for a hybrid pedagogical model that leverages AI’s strengths in error detection while retaining human instruction for advanced lexical and contextual skills.Limitations include the small corpus and single-AI-model focus,suggesting future research with diverse datasets and longitudinal designs.展开更多
The digital transformation of international Chinese language education is an important direction for enhancing the global dissemination effectiveness of the Chinese language.In teaching Chinese as a second language,wr...The digital transformation of international Chinese language education is an important direction for enhancing the global dissemination effectiveness of the Chinese language.In teaching Chinese as a second language,writing,as a form of higher-order language output,has long faced challenges such as insufficient teacher resources,lagging feedback,and a lack of personalized support.Generative artificial intelligence(GAI)offers a new path for teaching Chinese writing.This study,with intermediate Chinese learners as the subjects,systematically explores the effectiveness of GAI-assisted Chinese writing instruction through a combination of controlled experiments and interviews based on a Chinese learning platform embedded with GAI.The study found that the GAI class was significantly superior to the traditional class in terms of the adequacy dimension of content quality and the grammatical and lexical dimensions of language quality;teachers and GAI play complementary roles in this process;most Chinese learners have a positive attitude towards this model.Based on the above findings,this study presents three suggestions:using GAI to empower Chinese writing instruction,giving full play to the complementary advantages of human and machine,and enhancing the AI literacy of teachers and students to achieve two-way empowerment of human and machine,with the aim of promoting the intelligent development of international Chinese education.展开更多
二语写作是二语习得研究领域的重要组成部分。运用CiteSpace软件对近十年发表在Journal of Second Language Writing的231篇实证研究论文进行可视化分析,研究发现:二语写作研究整体呈波动性上升趋势,研究规模较为稳定,研究关注度逐渐提...二语写作是二语习得研究领域的重要组成部分。运用CiteSpace软件对近十年发表在Journal of Second Language Writing的231篇实证研究论文进行可视化分析,研究发现:二语写作研究整体呈波动性上升趋势,研究规模较为稳定,研究关注度逐渐提升;二语写作研究领域暂未形成明显的核心作者和机构的合作网络;研究主题主要聚焦二语写作教学方法的多元化、二语写作反馈的多焦点、二语写作评估与测试的科学化,以及学习者个体差异的多维影响等方面。基于此,提出未来该领域发展需加强学者、机构之间的相互合作;关注个体学习者写作过程的认知特征与情感因素,尤其重视青少年二语学习过程的研究;扩大二语写作纵向研究规模,推动研究的深入发展。展开更多
This study contests the prevalent perception of graffiti writing,especially tagging and bombing,as meaningless vandalism.It contends that graffiti is a form of expression with intrinsic political implications.Leveragi...This study contests the prevalent perception of graffiti writing,especially tagging and bombing,as meaningless vandalism.It contends that graffiti is a form of expression with intrinsic political implications.Leveraging the notion of spatial justice and Jacques Ranciere's philosophy,I demonstrate how graffiti reclaims urban visibility against the commercial monopoly of visibility in public spaces and challenges the inequitable allocation of opportunities for self-expression in modern cities.Despite writers'common denial of political motives,their actions may be interpreted as manifestations of resistance within wider sociospatial conflicts.This study situates grffti within discussions of political art,spatial commodification,and everyday resistance,proposing a normative framework for viewing the art of the urban signature as an activity that redefines"the community that speaks."展开更多
This paper reveals and categorizes the most typical writing problems found amongst the Chinese university students.It also analyzes the underlying causes.The findings could have implications for all Chinese English le...This paper reveals and categorizes the most typical writing problems found amongst the Chinese university students.It also analyzes the underlying causes.The findings could have implications for all Chinese English learners.In the end,the author presents suggestions for the improvement of the English writing teaching in China.展开更多
This article provides a comprehensive analysis of the current feedback practices in Chinese college English as a foreign language(EFL)learners’writing classes,with a particular focus on understanding why students pre...This article provides a comprehensive analysis of the current feedback practices in Chinese college English as a foreign language(EFL)learners’writing classes,with a particular focus on understanding why students predominantly prefer teacher feedback to peer feedback.It identifies three major reasons shedding light on the underlying factors that make teacher feedback more appealing compared to other types of feedback.Considering the growing influence of online teaching,this study also proposes four practical solutions to enhance the effectiveness of feedback in the context of Chinese EFL learners’writing.The suggested solutions aim to address the challenges posed by online teaching while optimizing feedback mechanisms to support learners’writing development.Additionally,the author examines the potential of adopting a pluralistic feedback approach,which integrates teacher feedback,peer feedback,and online automated evaluation system to improve the overall feedback experience in the blended teaching environment.By combining these various feedback modes,the study explores their feasibility and effectiveness in enhancing the learning outcomes of Chinese EFL learners.The pluralistic feedback model is presented as a viable alternative that can address the limitations of relying solely on one-way teacher feedback,thus promoting a more dynamic and interactive learning process for college EFL learners in China.展开更多
To overcome reliance on molds and the difficulty of fabricating complex geometries with traditional C/C composites,direct ink writing(DIW)with UV/heat dual curing was employed to produce high-performance C/C composite...To overcome reliance on molds and the difficulty of fabricating complex geometries with traditional C/C composites,direct ink writing(DIW)with UV/heat dual curing was employed to produce high-performance C/C composites.The rheological properties of the composite inks were systematically analyzed to assess the effects of phenolic resin(PR)and carbon fiber(CF)content.Results show pronounced shear-thinning behavior and strong thixotropy-both essential for stable DIW.Additionally,UV/heat curing behavior was characterized to provide theoretical insights for optimizing curing parameters.Notably,CF addition is found to significantly attenuate UV light penetration compared to pure PR.As CF content increases,the critical UV irradiation energy rises sharply from 68.47 to 911.19 mJ/cm^(2),necessitating precise adjustments to curing parameters.Preforms were pyrolyzed in a carbon tube furnace to examine pore-formation characteristics,and chemical vapor infiltration(CVI)was applied to filling the resulting pores,yielding C/C composites with a flexural strength of 115.19 MPa.展开更多
Compared to subtractive manufacturing and casting,3D printing(additive manufacturing)offers advantages,such as the rapid production of complex structures,reduced material waste,and environmental friendliness.Direct in...Compared to subtractive manufacturing and casting,3D printing(additive manufacturing)offers advantages,such as the rapid production of complex structures,reduced material waste,and environmental friendliness.Direct ink writing(DIW)is one of the most popular 3D printing techniques owing to its ability to print multiple materials simultaneously and its high compatibility with printing inks.However,DIW presents significant challenges,particularly in the printing of high-performance polymers.The main challenges are as follows:1.The rigid structures and reaction kinetics of high-performance polymers make developing new inks difficult.2.The limited types of available high-performance polymers underscore the need for new DIW-suitable materials.3.Layer-by-layer stacking weakens interlayer bonding,affecting the mechanical properties of the printed product.4.The accuracy and speed of DIW printing are insufficient for large-scale manufacturing.After introducing the topic,the requirements for DIW printing inks are first reviewed,emphasizing the importance of thixotropic agents.Then,research progress regarding DIW printing of high-performance polymers is comprehensively reviewed according to the requirements of different polymer inks.Additionally,the applications of these materials across various fields are summarized.Finally,the challenges in DIW printing of high-performance polymers,along with corresponding solutions and future development prospects,are discussed in detail.展开更多
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 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.
基金financially supported by the National Key Research and Development Program of China(Nos.2024YFB4607402 and 2016YFC1100502)the National Natural Science Foundation of China(Nos.51673208 and 61975213)。
文摘Biopolymeric nanocomposites have attracted considerable attention because of their biocompatibility,biodegradability,and unique physicochemical properties.It is essential to manufacture three-dimensional(3D)biocompatible micro/nanostructures using biopolymeric nanocomposites.Herein,we demonstrate the high-fidelity fabrication of biocompatible 3D features with sub-50 nm resolution using femtosecond laser direct writing(FsLDW)of a biopolymeric nanocomposite composed of egg white and sulfonated graphene(S-graphene).The biopolymer nanocomposite acts as a negative photoresist suitable for water-based lithography.The introduction of S-graphene not only dramatically lowered the laser power threshold but also significantly modulated the morphology of the 3D features constructed by FsLDW.Microstructures with porous,rough,or smooth morphologies were obtained by optimizing the S-graphene concentration and laser scanning speed.The fabricated egg-white/S-graphene microstructures exhibited biocompatibility and environmental degradability.Egg white/S-graphene was also employed to fabricate diffractive gratings with superior optical quality.This study provides a promising method to manufacture biocompatible 3D features with controllable morphology,which has potential applications in biological and photonic fields.
文摘Process-oriented writing is the main way for teachers to precisely control the problems and weak links presented by students in each writing stage.Therefore,it is possible to design teaching activities that are in line with their cognitive levels based on students’needs;promote writing through debate,attach importance to the high integration of reading,speaking,and writing;and strengthen the subjectivity of students in writing by taking interest as the lead and life as the source.
文摘Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studies of the learning on the part of EFL writing teachers,especially when engaging in collaborative assessment with students,are few and far between.This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment(TSCA)(Wen,2016)in an L2 academic writing course.Drawing upon multiple types of data,three themes emerged with regard to the learning of the L2 writing teacher:1)becoming more assessment literate and capable of providing constructive feedback;2)gaining more efficacy in instructional tactics,student engagement and classroom management;and 3)developing a better understanding of students’evaluation focus as well as their needs and expertise in writing.This study offers a robust picture of how TSCA can foster multidimensional teacher learning-cognitively,affectively,and relationally-affirming its value not only as an assessment tool but as a transformative pedagogical practice.
文摘Giant panda writing is a classic form of thematic nature writing.Since the scientific discovery and the popularization of the giant panda by naturalists,this writing tradition has spanned nearly a century.Throughout this process,Chinese giant panda writing has developed its own distinct characteristics.Western giant panda writing encompasses genres such as scientific essays,fieldwork notes,and documentary works.Within Chinese giant panda writing,reportage,popular science works,and comprehensive,systematic documentary works all have representative authors and texts.In recent years,IP-oriented giant panda books have shown notable performance.While Chinese giant panda writing exhibits diverse types and perspectives,its scientific rigor,informative value,and innovative expression still require enhancement.As a form of thematic nature writing,giant panda writing provides valuable insights for writings on other subjects.
文摘The rapid development of artificial intelligence(AI)has brought significant changes to academic writing,raising important questions about authorship,originality,and how writing is taught and learned.While AI-based writing tools are now widely available,academic writing instruction has not kept pace and continues to rely on conventional pedagogical approaches.This paper introduces a conceptual framework called the Academic Writing and AI Integration(AWAI)Framework,which seeks to address this gap in a structured and pedagogically informed manner.Grounded in interdisciplinary scholarship,the AWAI Framework emphasizes the integration of three key elements:scholarly content knowledge,academic writing conventions,and AI literacy.Rather than reporting empirical findings,this study presents a theoretical model aimed at supporting educators and students as they navigate the opportunities and challenges posed by AI in academic contexts.The framework outlines a balanced approach to incorporating AI tools into writing instruction,while upholding the standards of academic rigor and ethical responsibility.Through this work,academic writing is reconsidered in light of emerging technological influences.The framework contributes to broader discussions about educational innovation and provides a foundation for future inquiry into the evolving relationship between human authors and intelligent systems in scholarly communication.
基金supported by the Macao Science and Technology Development Fund(FDCT)(No.0071/2023/RIB3)Joint Research Funding Program between the Macao Science and Technology Development Fund(FDCT)and the Department of Science and Technology of Guangdong Province(FDCTGDST)(No.0003-2024-AGJ).
文摘In this study,it aims at examining the differences between humangenerated and AI-generated texts in IELTS Writing Task 2.It especially focuses on lexical resourcefulness,grammatical accuracy,and contextual appropriateness.We analyzed 20 essays,including 10 human written ones by Chinese university students who have achieved an IELTS writing score ranging from 5.5 to 6.0,and 10 ChatGPT-4 Turbo-generated ones,using a mixed-methods approach,through corpus-based tools(NLTK,SpaCy,AntConc)and qualitative content analysis.Results showed that AI texts exhibited superior grammatical accuracy(0.4%–3%error rates for AI vs.20–26%for university students)but higher lexical repetition(17.2%to 23.25%for AI vs.17.68%for university students)and weaker contextual adaptability(3.33/10–3.69/10 for AI vs.3.23/10 to 4.14/10 for university students).While AI’s grammatical precision supports its utility as a corrective tool,human writers outperformed AI in lexical diversity and task-specific nuance.The findings advocate for a hybrid pedagogical model that leverages AI’s strengths in error detection while retaining human instruction for advanced lexical and contextual skills.Limitations include the small corpus and single-AI-model focus,suggesting future research with diverse datasets and longitudinal designs.
文摘The digital transformation of international Chinese language education is an important direction for enhancing the global dissemination effectiveness of the Chinese language.In teaching Chinese as a second language,writing,as a form of higher-order language output,has long faced challenges such as insufficient teacher resources,lagging feedback,and a lack of personalized support.Generative artificial intelligence(GAI)offers a new path for teaching Chinese writing.This study,with intermediate Chinese learners as the subjects,systematically explores the effectiveness of GAI-assisted Chinese writing instruction through a combination of controlled experiments and interviews based on a Chinese learning platform embedded with GAI.The study found that the GAI class was significantly superior to the traditional class in terms of the adequacy dimension of content quality and the grammatical and lexical dimensions of language quality;teachers and GAI play complementary roles in this process;most Chinese learners have a positive attitude towards this model.Based on the above findings,this study presents three suggestions:using GAI to empower Chinese writing instruction,giving full play to the complementary advantages of human and machine,and enhancing the AI literacy of teachers and students to achieve two-way empowerment of human and machine,with the aim of promoting the intelligent development of international Chinese education.
文摘二语写作是二语习得研究领域的重要组成部分。运用CiteSpace软件对近十年发表在Journal of Second Language Writing的231篇实证研究论文进行可视化分析,研究发现:二语写作研究整体呈波动性上升趋势,研究规模较为稳定,研究关注度逐渐提升;二语写作研究领域暂未形成明显的核心作者和机构的合作网络;研究主题主要聚焦二语写作教学方法的多元化、二语写作反馈的多焦点、二语写作评估与测试的科学化,以及学习者个体差异的多维影响等方面。基于此,提出未来该领域发展需加强学者、机构之间的相互合作;关注个体学习者写作过程的认知特征与情感因素,尤其重视青少年二语学习过程的研究;扩大二语写作纵向研究规模,推动研究的深入发展。
文摘This study contests the prevalent perception of graffiti writing,especially tagging and bombing,as meaningless vandalism.It contends that graffiti is a form of expression with intrinsic political implications.Leveraging the notion of spatial justice and Jacques Ranciere's philosophy,I demonstrate how graffiti reclaims urban visibility against the commercial monopoly of visibility in public spaces and challenges the inequitable allocation of opportunities for self-expression in modern cities.Despite writers'common denial of political motives,their actions may be interpreted as manifestations of resistance within wider sociospatial conflicts.This study situates grffti within discussions of political art,spatial commodification,and everyday resistance,proposing a normative framework for viewing the art of the urban signature as an activity that redefines"the community that speaks."
文摘This paper reveals and categorizes the most typical writing problems found amongst the Chinese university students.It also analyzes the underlying causes.The findings could have implications for all Chinese English learners.In the end,the author presents suggestions for the improvement of the English writing teaching in China.
文摘This article provides a comprehensive analysis of the current feedback practices in Chinese college English as a foreign language(EFL)learners’writing classes,with a particular focus on understanding why students predominantly prefer teacher feedback to peer feedback.It identifies three major reasons shedding light on the underlying factors that make teacher feedback more appealing compared to other types of feedback.Considering the growing influence of online teaching,this study also proposes four practical solutions to enhance the effectiveness of feedback in the context of Chinese EFL learners’writing.The suggested solutions aim to address the challenges posed by online teaching while optimizing feedback mechanisms to support learners’writing development.Additionally,the author examines the potential of adopting a pluralistic feedback approach,which integrates teacher feedback,peer feedback,and online automated evaluation system to improve the overall feedback experience in the blended teaching environment.By combining these various feedback modes,the study explores their feasibility and effectiveness in enhancing the learning outcomes of Chinese EFL learners.The pluralistic feedback model is presented as a viable alternative that can address the limitations of relying solely on one-way teacher feedback,thus promoting a more dynamic and interactive learning process for college EFL learners in China.
基金supported by State Key Laboratory of Powder Metallurgy,Central South University,Changsha,China.
文摘To overcome reliance on molds and the difficulty of fabricating complex geometries with traditional C/C composites,direct ink writing(DIW)with UV/heat dual curing was employed to produce high-performance C/C composites.The rheological properties of the composite inks were systematically analyzed to assess the effects of phenolic resin(PR)and carbon fiber(CF)content.Results show pronounced shear-thinning behavior and strong thixotropy-both essential for stable DIW.Additionally,UV/heat curing behavior was characterized to provide theoretical insights for optimizing curing parameters.Notably,CF addition is found to significantly attenuate UV light penetration compared to pure PR.As CF content increases,the critical UV irradiation energy rises sharply from 68.47 to 911.19 mJ/cm^(2),necessitating precise adjustments to curing parameters.Preforms were pyrolyzed in a carbon tube furnace to examine pore-formation characteristics,and chemical vapor infiltration(CVI)was applied to filling the resulting pores,yielding C/C composites with a flexural strength of 115.19 MPa.
基金supported by National Key Research and Development Program of China(Grant No.2022YFB3809000)Major Science and Technology Project of Gansu Province(Grant No.23ZDGA011)+1 种基金National Natural Science Foundation of China(Grant No.22275199,52105224)the Strategic Priority Research Program of the Chinese Academy of Sciences(Grant No.XDB04701022021).
文摘Compared to subtractive manufacturing and casting,3D printing(additive manufacturing)offers advantages,such as the rapid production of complex structures,reduced material waste,and environmental friendliness.Direct ink writing(DIW)is one of the most popular 3D printing techniques owing to its ability to print multiple materials simultaneously and its high compatibility with printing inks.However,DIW presents significant challenges,particularly in the printing of high-performance polymers.The main challenges are as follows:1.The rigid structures and reaction kinetics of high-performance polymers make developing new inks difficult.2.The limited types of available high-performance polymers underscore the need for new DIW-suitable materials.3.Layer-by-layer stacking weakens interlayer bonding,affecting the mechanical properties of the printed product.4.The accuracy and speed of DIW printing are insufficient for large-scale manufacturing.After introducing the topic,the requirements for DIW printing inks are first reviewed,emphasizing the importance of thixotropic agents.Then,research progress regarding DIW printing of high-performance polymers is comprehensively reviewed according to the requirements of different polymer inks.Additionally,the applications of these materials across various fields are summarized.Finally,the challenges in DIW printing of high-performance polymers,along with corresponding solutions and future development prospects,are discussed in detail.
