Simon Suh

Simon Suh, Jihyuk Bang, Ji Woo Han

This study employs the Paul-Elder Critical Thinking Model and Tan's argumentative writing framework to create a structured methodology. This methodology, ChatGPT Guideline for Critical Argumentative Writing (CGCAW) framework, integrates the models with ChatGPT's capabilities to guide L2 learners in utilizing ChatGPT to enhance their critical thinking skills. A quantitative experiment was conducted with 10 participants from a state university, divided into experimental and control groups. The experimental group utilized the CGCAW framework, while the control group used ChatGPT without specific guidelines. Participants wrote an argumentative essay within a 40-minute timeframe, and essays were evaluated by three assessors: ChatGPT, Grammarly, and a course instructor. Results indicated that the experimental group showed improvements in clarity, logical coherence, and use of evidence, demonstrating ChatGPT's potential to enhance specific aspects of argumentative writing. However, the control group performed better in overall language mechanics and articulation of main arguments, indicating areas where the CGCAW framework could be further refined. This study highlights the need for further research to optimize the use of AI tools like ChatGPT in L2 learning environments to enhance critical thinking and writing skills.

Simon Suh

Driven by the global shift towards online learning prompted by the COVID 19 pandemic, Artificial Intelligence has emerged as a pivotal player in the field of education. Intelligent Tutoring Systems offer a new method of personalized teaching, replacing the limitations of traditional teaching methods. However, concerns arise about the ability of AI tutors to address skill development and engagement during the learning process. In this paper, I will conduct a quasi experiment with paired sample t test on 34 students pre and post use of AI tutors in language learning platforms like Santa and Duolingo to examine the relationship between students engagement, academic performance, and students satisfaction during a personalized language learning experience.

Simon Suh

The adoption of open science has quickly changed how artificial intelligence (AI) policy research is distributed globally. This study examines the regional trends in the citation of preprints, specifically focusing on the impact of two major disruptive events: the COVID-19 pandemic and the release of ChatGPT, on research dissemination patterns in the United States, Europe, and South Korea from 2015 to 2024. Using bibliometrics data from the Web of Science, this study tracks how global disruptive events influenced the adoption of preprints in AI policy research and how such shifts vary by region. By marking the timing of these disruptive events, the analysis reveals that while all regions experienced growth in preprint citations, the magnitude and trajectory of change varied significantly. The United States exhibited sharp, event-driven increases; Europe demonstrated institutional growth; and South Korea maintained consistent, linear growth in preprint adoption. These findings suggest that global disruptions may have accelerated preprint adoption, but the extent and trajectory are shaped by local research cultures, policy environments, and levels of open science maturity. This paper emphasizes the need for future AI governance strategies to consider regional variability in research dissemination and highlights opportunities for further longitudinal and comparative research to deepen our understanding of open-access adoption in AI policy development.