ChatGPT-Based Learning And Reading Assistant (C-LARA): Second Report - Etudes océaniennes en France Access content directly
Reports Year : 2024

ChatGPT-Based Learning And Reading Assistant (C-LARA): Second Report

Abstract

ChatGPT-based Learning And Reading Assistant (C-LARA – pronounced “Clara”) is an AIbased platform which allows users to create multimodal texts designed to improve reading skills in second languages. GPT-4/ChatGPT-4 is central to the project: as well as being the core language processing component, it has in collaboration with a human partner developed the greater part of the codebase. Following on from the initial progress report, released in July 2023, we focus on new work carried out during the period August 2023 – March 2024. The platform is far more usable. CLARA is now packaged with a wizard-style interface (“Simple C-LARA”) that allows the nonexpert user to create a complete illustrated multimodal text by entering a prompt and approving default choices a few times, and the software is deployed on a fast dedicated server maintained by the University of South Australia. Other substantial new pieces of functionality are support for “phonetic texts”, where words are automatically divided up into units associated with phonetic values; “reading histories”, which support the combination of several texts into a single virtual document; and the social network, rudimentary in the first version, which now includes support for friending, an update feed, and email alerts. To investigate the AI’s abilities as a language processor, we present an experiment where we created six texts for each of five languages, using the same prompts for each language, and evaluated the accuracy of the language processing. We also give the results when some of the experiments were repeated five months later with a newer version of GPT-4, in the case of English revealing a dramatic reduction in error rates. A small questionnaire-based study probes users’ subjective views of C-LARA projects they have created: in general, people are pleased with the results, to the extent that they are often sharing them. With regard to GPT-4/ChatGPT-4’s software engineer role, we present a breakdown of the various modules and functionalities, indicating the AI’s contribution. It is capable of writing the simpler modules on its own or with minimal human assistance, and only had serious problems with a small number of top-level functionalities, in particular “Simple C-LARA”, which directly or indirectly involved most of the codebase. We describe initial use cases, including trialling of C-LARA in a school classroom, integrating it into the experimental CALL platform Basm, and creating multimodal texts in the Oceanic languages Drehu and Iaai. A short section summarises our policy on ethical issues concerning the crediting of the AI as an author. The appendices present examples illustrating use of the Simple C-LARA and Advanced C-LARA versions of the platform, list functionalities and code files, and reproduce conversations with the AI about various aspects of the project.
Fichier principal
Vignette du fichier
BEDIetal_2024_C_LARA_second_report.pdf (11.46 Mo) Télécharger le fichier
Origin Files produced by the author(s)

Dates and versions

hal-04516027 , version 1 (21-03-2024)

Identifiers

Cite

Branislav Bédi, Belinda Chiera, Cathy Chua, Catia Cucchiarini, Anne-Laure Dotte, et al.. ChatGPT-Based Learning And Reading Assistant (C-LARA): Second Report. C-LARA. 2024, https://www.researchgate.net/publication/379119435_ChatGPT-Based_Learning_And_Reading_Assistant_C-LARA_Second_Report. ⟨hal-04516027⟩
20 View
7 Download

Altmetric

Share

Gmail Mastodon Facebook X LinkedIn More