Generative artificial intelligence (AI) chatbots, such as ChatGPT, are reshaping how English as a foreign language (EFL) students write since students can compose texts by integrating their own words with AI-generated text. This study investigated how 59 Hong Kong secondary school students with varying levels of academic achievement interacted with AI-generated text to compose a feature article, exploring whether any interaction patterns benefited the overall quality of the article. Through content analysis, multiple linear regression and cluster analysis, we found the overall number of words -- whether AI- or human-generated -- is the main predictor of writing quality. However, the impact varies by students' competence to write independently, for instance, by using their own words accurately and coherently to compose a text, and to follow specific interaction patterns with AI-generated text. Therefore, although composing texts with human words and AI-generated text may become prevalent in EFL writing classrooms, without educators' careful attention to EFL writing pedagogy and AI literacy, high-achieving students stand to benefit more from using AI-generated text than low-achieving students.

English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.

The multi-armed bandit (MAB) model is one of the most classical models to study decision-making in an uncertain environment. In this model, a player chooses one of $K$ possible arms of a bandit machine to play at each time step, where the corresponding arm returns a random reward to the player, potentially from a specific unknown distribution. The target of the player is to collect as many rewards as possible during the process. Despite its simplicity, the MAB model offers an excellent playground for studying the trade-off between exploration versus exploitation and designing effective algorithms for sequential decision-making under uncertainty. Although many asymptotically optimal algorithms have been established, the finite-time behaviors of the stochastic dynamics of the MAB model appear much more challenging to analyze, due to the intertwine between the decision-making and the rewards being collected. In this paper, we employ techniques in statistical physics to analyze the MAB model, which facilitates the characterization of the distribution of cumulative regrets at a finite short time, the central quantity of interest in an MAB algorithm, as well as the intricate dynamical behaviors of the model. Our analytical results, in good agreement with simulations, point to the emergence of an interesting multimodal regret distribution, with large regrets resulting from excess exploitation of sub-optimal arms due to an initial unlucky output from the optimal one.