Text generated by artificial intelligence (AI) chatbots is increasingly used in English as a foreign language (EFL) writing contexts, yet its impact on students' expository writing process and compositions remains understudied. This research examines how EFL secondary students edit AI-generated text. Exploring editing behaviors in their expository writing process and in expository compositions, and their effect on human-rated scores for content, organization, language, and overall quality. Participants were 39 Hong Kong secondary students who wrote an expository composition with AI chatbots in a workshop. A convergent design was employed to analyze their screen recordings and compositions to examine students' editing behaviors and writing qualities. Analytical methods included qualitative coding, descriptive statistics, temporal sequence analysis, human-rated scoring, and multiple linear regression analysis. We analyzed over 260 edits per dataset, and identified two editing patterns: one where students refined introductory units repeatedly before progressing, and another where they quickly shifted to extensive edits in body units (e.g., topic and supporting sentences). MLR analyses revealed that the number of AI-generated words positively predicted all score dimensions, while most editing variables showed minimal impact. These results suggest a disconnect between students' significant editing effort and improved composition quality, indicating AI supports but does not replace writing skills. The findings highlight the importance of genre-specific instruction and process-focused writing before AI integration. Educators should also develop assessments valuing both process and product to encourage critical engagement with AI text.

Generative Artificial Intelligence is transforming how English as a foreign language students write. Still, little is known about how students manipulate text generated by generative AI during the writing process. This study investigates how EFL secondary school students integrate and modify AI-generated text when completing an expository writing task. The study employed an exploratory mixed-methods design. Screen recordings were collected from 29 Hong Kong secondary school students who attended an AI-assisted writing workshop and recorded their screens while using generative AI to write an article. Content analysis with hierarchical coding and thematic analysis with a multiple case study approach were adopted to analyze the recordings. 15 types of AI-generated text edits across seven categories were identified from the recordings. Notably, AI-initiated edits from iOS and Google Docs emerged as unanticipated sources of AI-generated text. A thematic analysis revealed four patterns of students' editing behaviors based on planning and drafting direction: planning with top-down drafting and revising; top-down drafting and revising without planning; planning with bottom-up drafting and revising; and bottom-up drafting and revising without planning. Network graphs illustrate cases of each pattern, demonstrating that students' interactions with AI-generated text involve more complex cognitive processes than simple text insertion. The findings challenge assumptions about students' passive, simplistic use of generative AI tools and have implications for developing explicit instructional approaches to teaching AI-generated text editing strategies in the AFL writing pedagogy.

The limitations sections of scientific articles play a crucial role in highlighting the boundaries and shortcomings of research, thereby guiding future studies and improving research methods. Analyzing these limitations benefits researchers, reviewers, funding agencies, and the broader academic community. We introduce LimTopic, a strategy where Topic generation in Limitation sections in scientific articles with Large Language Models (LLMs). Here, each topic contains the title and Topic Summary. This study focuses on effectively extracting and understanding these limitations through topic modeling and text summarization, utilizing the capabilities of LLMs. We extracted limitations from research articles and applied an LLM-based topic modeling integrated with the BERtopic approach to generate a title for each topic and Topic Sentences. To enhance comprehension and accessibility, we employed LLM-based text summarization to create concise and generalizable summaries for each topic Topic Sentences and produce a Topic Summary. Our experimentation involved prompt engineering, fine-tuning LLM and BERTopic, and integrating BERTopic with LLM to generate topics, titles, and a topic summary. We also experimented with various LLMs with BERTopic for topic modeling and various LLMs for text summarization tasks. Our results showed that the combination of BERTopic and GPT 4 performed the best in terms of silhouette and coherence scores in topic modeling, and the GPT4 summary outperformed other LLM tasks as a text summarizer.

Coherence is a crucial aspect of evaluating text readability and can be assessed through two primary factors when evaluating an essay in a scoring scenario. The first factor is logical coherence, characterized by the appropriate use of discourse connectives and the establishment of logical relationships between sentences. The second factor is the appropriateness of punctuation, as inappropriate punctuation can lead to confused sentence structure. To address these concerns, we propose a coherence scoring model consisting of a regression model with two feature extractors: a local coherence discriminative model and a punctuation correction model. We employ gradient-boosting regression trees as the regression model and impose monotonicity constraints on the input features. The results show that our proposed model better generalizes unseen data. The model achieved third place in track 1 of NLPCC 2023 shared task 7. Additionally, we briefly introduce our solution for the remaining tracks, which achieves second place for track 2 and first place for both track 3 and track 4.

Artificial intelligence has made significant progress in natural language processing, with models like GPT-3 demonstrating impressive capabilities. However, these models still have limitations when it comes to complex tasks that require an understanding of the user, such as mastering human comedy writing strategies. This paper explores humor generation using GPT-3 by modeling human comedy writing theory and leveraging step-by-step thinking instructions. In addition, we explore the role of cognitive distance in creating humor.

Citation recommendation (CR) models may help authors find relevant articles at various stages of the paper writing process. Most research has dealt with either global CR, which produces general recommendations suitable for the initial writing stage, or local CR, which produces specific recommendations more fitting for the final writing stages. We propose the task of paragraph-level CR as a middle ground between the two approaches, where the paragraph's topic sentence is taken as input and recommendations for citing within the paragraph are produced at the output. We propose a model for this task, fine-tune it using the quadruplet loss on the dataset of ACL papers, and show improvements over the baselines.

A chatbot is perceived as more humanlike and likeable if it includes some jokes in its output. But most existing joke generators were not designed to be integrated into chatbots. This paper presents Witscript, a novel joke generation system that can improvise original, contextually relevant jokes, such as humorous responses during a conversation. The system is based on joke writing algorithms created by an expert comedy writer. Witscript employs well-known tools of natural language processing to extract keywords from a topic sentence and, using wordplay, to link those keywords and related words to create a punch line. Then a pretrained neural network language model that has been fine-tuned on a dataset of TV show monologue jokes is used to complete the joke response by filling the gap between the topic sentence and the punch line. A method of internal scoring filters out jokes that don't meet a preset standard of quality. Human evaluators judged Witscript's responses to input sentences to be jokes more than 40% of the time. This is evidence that Witscript represents an important next step toward giving a chatbot a humanlike sense of humor.

From August 1st to August 15th, Synesis One conducted a closed beta of the first ever Train2Earn application. The campaigns were set up by Mind AI, our first customer and sister company.

Writing is challenging, especially for non-native speakers. To support English as a Second Language (ESL) writing, we propose StructFeed, which allows native speakers to annotate topic sentence and relevant keywords in texts and generate writing hints based on the principle of paragraph unity. First, we compared our crowd-based method with three naive machine learning (ML) methods and got the best performance on the identification of topic sentence and irrelevant sentence in the article. Next, we evaluated the StructFeed system with two feedback-generation mechanisms including feedback generated by one expert and by one crowd worker. The results showed that people who received feedback by StructFeed got the highest improvement after revision.

This paper presents a novel unsupervised abstractive summarization method for opinionated texts. While the basic variational autoencoder-based models assume a unimodal Gaussian prior for the latent code of sentences, we alternate it with a recursive Gaussian mixture, where each mixture component corresponds to the latent code of a topic sentence and is mixed by a tree-structured topic distribution. By decoding each Gaussian component, we generate sentences with tree-structured topic guidance, where the root sentence conveys generic content, and the leaf sentences describe specific topics. Experimental results demonstrate that the generated topic sentences are appropriate as a summary of opinionated texts, which are more informative and cover more input contents than those generated by the recent unsupervised summarization model (Bra\v{z}inskas et al., 2020). Furthermore, we demonstrate that the variance of latent Gaussians represents the granularity of sentences, analogous to Gaussian word embedding (Vilnis and McCallum, 2015).