Assessment of the Effectiveness of Prompts for Generative AI in Enhancing English Abstract Writing
Article Sidebar
Main Article Content
Abstract
This study evaluated the effectiveness of prompts used with generative artificial intelligence (AI) to improve the quality of English language abstracts in four key aspects: (1) grammar and sentence structure; (2) coherence and cohesion (3) academic language and style; and (4) readability. Twenty social science abstracts were selected and revised using ChatGPT version 4o, based on four prompts specifically designed and numbered. The edited abstracts were evaluated by language experts. Results were that Prompts 3 and 4 achieved the highest average (7.25 of 10), or very positive usefulness in the data quality spectrum. Prompt 3 requested that the language level and style be more academic, while Prompt 4 aspired to make the abstracts more readable. These findings suggest that Thammasat University (TU) students and TU Library staff may attempt to use these prompts as guidelines for utilizing AI to improve their writing level before sending texts to the TU Library English Language Abstract Review Service. However, reliance on AI for language editing may risk altering authorial intention and distorting the original writing style. Therefore, self-review by authors, supported by feedback from language experts, remains essential. These findings analyze the potential improvement in quality of English abstracts by using AI editors and ameliorate university library abstract-checking services.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
ดารารัตน์ คำภูแสน. (ม.ป.ป.). Academic Writing. คณะมนุษยศาสตร์และสังคมศาสตร์ มหาวิทยาลัยขอนแก่น. https://huso.kku.ac.th/en/info/BooksTextbooks.html
อนุชา โสมาบุตร. (ม.ป.ป). Generative AI คืออะไร. ศูนย์นวัตกรรมการเรียนการสอนมหาวิทยาลัยขอนแก่น. https://ltic.kku.ac.th/what-is-generative-ai
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
Bibi, Z., & Atta, A. (2024). The role of ChatGPT as an AI English writing assistant: A study of student’s perceptions, experiences, and satisfaction level. Annals of Human and Social Sciences, 5(1), 433-443. https://doi.org/10.35484/ahss.2024(5-I)39
Chavangklang, T., & Chavangklang, P. (2024). Exploring the impact of AI and digital tools on EFL writing instruction in higher education: A meta-analysis of global and Thai contexts. Jaraphruekpirom Journal, 6(2), 80-93. https://so16.tci-thaijo.org/index.php/JPPJ/article/view/815/776
Cook, J. (2024). 6 Strategies for better results from ChatGPT, according to OpenAI. Forbes. https://www.forbes.com/sites/jodiecook/2024/01/03/6-strategies-for-better-results-from-chatgpt-according-to-openai
Gopen, G. D., & Swan, J. A. (1990). The science of scientific writing. American Scientist, 78(6), 550–558. http://www.jstor.org/stable/29774235
Li, J., Zong, H., Wu, E., Wu, R., Peng, Z., Zhao, J., Yang, L., Xie, H., & Shen, B. (2024). Exploring the potential of artificial intelligence to enhance the writing of English academic papers by non-native English speaking medical students - the educational application of ChatGPT. BMC Medical Education, 24, 736. https://doi.org/10.1186/s12909-024-05738-y
Masoudi, H. A. (2024). Effectiveness of ChatGPT in improving English writing proficiency among non-native English speakers. International Journal of Educational Sciences and Arts, 3(4), 62–84. https://doi.org/10.59992/IJESA.2023.v3n4p2
Mount Wachusett Community College. (2020). Likert Scale Response Options. https://mwcc.edu/wp-content/uploads/2020/09/Likert-Scale-Response-Options_MWCC.pdf
Researcher Thailand. (19 เมษายน 2563). 8 เทคนิคการเขียนบทคัดย่อสำหรับงานวิจัย. Researcher Thailand. https://shorturl.asia/5cWwF
Shukla, A. (2023). Prompt Engineering Tips for ChatGPT. Cognition Today. https://cognitiontoday.com/prompt-engineering-tips-for-chatgpt-examples
Srikrai, P. S., Deng, L., Lakaisone, S., & Sirinthorn, S. (2016). English language difficulties of non-native English postgraduate students in an English for academic purposes at a Thai University. In The Seventh CLS International Conference CLaSIC. (pp. 301-315). National University of Singapore. https://fass.nus.edu.sg/cls/wp-content/uploads/sites/32/2020/10/srikrai_suphawat_phiphawin.pdf
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). University of Michigan Press.
University of Technology Sydney Library. (2013). Academic writing. University of Technology Sydney. https://www.uts.edu.au/sites/default/files/article/downloads/UTS%20Library%20Academic%20Writing%20Guide.pdf
Vergoulis, T., Kanellos, I., Tzerefos, A., Chatzopoulos, S., Dalamagas, T., & Skiadopoulos, S. (2019). A Study on the Readability of Scientific Publications. In Doucet, A., Isaac, A., Golub, K., Aalberg, T., Jatowt, A. (Eds.), TPDL 2019: 23rd International Conference on Theory and Practice of Digital Libraries. (pp. 136-144). Oslo Metropolitan University, Norway. https://doi.org/10.1007/978-3-030-30760-8_12
