When students use generative artificial intelligence, they need to understand that AI is NOT infallible! It makes mistakes and even makes up its own facts. They need methods to check the results produced by AI.

They also must understand what is not allowed when using AI. For example, they must never use pictures of anyone else without their express permission.

They must know what is an acceptable way to use AI when doing tasks for school.

AI has limited understanding of real-world context and can generate outputs that are factually inaccurate. In addition to replicating misleading information, chatbots like ChatGPT can also produce what is known as ‘hallucination,’ a phenomenon that happens when chatbots invent information that sounds plausible. 

Here are some examples of AI hallucinations:

• An AI tool might invent quotes or events.

• Ai might invent citations and research.

• When asked a complex question, the AI tool might produce a response that sounds plausible but is actually meaningless.

1. Look at the source material.

You can ask AI to include sources! The information that an AI tool uses to generate content should come from a trusted author or source — not another AI source. Check the source material to see if an author and/or a credible publication is listed. Also, be sure to look at the date of the original material to make sure it’s recent.

2. Fact-check everything.

Any information youget from Generative AI should be thoroughly fact-checked before it’s used in your work. From numbers and names to dates and other historical data, AI is only as good as its sources and needs human eyes to ensure that the facts it shares are actually facts. Verify the accuracy of historical events, locations, and figures mentioned against established sources, such as textbooks, historical timelines, or academic journals on Google Scholar.

3. Challenge AI.

Ask AI additional questions: Is there another way you can explain it? What evidence are you using to ensure that this is accurate? What’s the connection between A and B? Is that always true or just in this case? Is there another example? If that’s true, what about this?

Many teachers fear that students will use chatbots to complete assignments. That’s a valid concern, and it offers a starting point for thinking about the use of AI by students. 

Firstly, students must understand that turning in AI-generated work as one’s own creation is academic misconduct and is absolutely forbidden. 

However, beyond that,  AI use is a continuum.  The  answer to whether students should use generative AI in writing isn’t  yes or no; but how, when, why, for what and how much.  There’s no easy answer to those questions.  Different teachers may set different boundaries for different types of assignments or levels of students. Here are some ways to think about this:

Talk with students about AI use: This helps create a climate of trust and openness, and helps students approach their work ethically. Students must know that Generative AI has many weaknesses. It is programmed to generate answers whether it has  an appropriate answer or not.  Students can’t blame AI for errors, and they are still accountable for everything they turn in. Teachers must help them understand both the strengths and the weaknesses of using generative AI, including the importance of checking what AI produces. 

Set boundaries: You may ask students not to use AI for creating particular assignments or for generating complete drafts of assignments. Make sure students understand why you want them to avoid  using AI use and how this will help them develop skills they need to succeed in class and in their future

Make the purpose of assignments clear: Studen ts need clear goals and need to consider why you are asking students to complete each assignment. In EFL the process of writing is as important as the product students produce.  

• • Review your assignments. If AI can easily complete them, students may not see the value or purpose. Consider how you can make assignments more authentic, focusing on real-world problems and issues.

  • Scaffold assignments. Having students create assignments in smaller increments reduces pressure and the temptation to use AI where they are not supposed to.

Include reflection:  Ask students to think of AI as a method and have them reflect on their use of AI. This can be a paragraph at the end of a written assignment in which they explain what AI tools they used, how they used those tools, and what AI contributed to their written work.  Also have them reflect on the quality of the material AI provided and on what they learned from using the AI tools. This type of reflection helps students develop metacognitive skills (thinking about their own thinking). 

One last thing: Disclosure

Students must always state clearly that they have used AI!

APA, Grammarly and MLA offer helpful advice for how to cite the use of AI for work.