This document discusses the challenges and risks of using natural language processing (NLP) applications to generate summaries in educational settings. It presents an evaluation of online NLP summary services and their potential usefulness for reading and writing activities in English as a foreign language classrooms. The document also explores ways teachers have used tools like summary documents, Cliff Notes, and annotated bibliographies in academic settings, as well as methods for creating quizzes from NLP summary outputs and conducting classroom research on new technologies.

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Challenges and risks of the use of
NLP summary applications
in EFL reading and writing
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YASUDA, Masami,
ex Kwansei Gakuin Univ.,
myasudakg[at].gmail.com
Theme: Teaching with Tech
JALTCALL SIG Conference
Online zoom Conference
https://jaltcall2020.eventzil.la/person/57
instead of Hirosaki Gakuin Univ., Aomori
June 6-7, 2020
JALTCALL SIG
Online JAPAN.
E-Learning at KG Univ.

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2. From CMI, CAI, CBE, CALL, WEB to what?
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3. Classroom Research:
Treatment & Control
+
Treatment
+
Control
-
Control
Interaction
Analysis
Experimental
Research
Observation
Method
(KJ Method,
Mindmap)
-
Treatment
Adapted from the table in Sano(2000)
『アクション・リサーチのすすめ』 p. 204
Action
Research

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4. Professional Development
ActionResearch
Questions,
Inquiries,
Demands for
changes, Belief
systems, etc.
Plan: Problems
to identify,
Observation
(Teacher's, Researcher's)
Hypotheses,
Explanatory
Questions
Data & Note
collection,
Protocols,
Journals:
(Teachers, students)
Analysis,
Reflection,
Action Changes,
Public
Reporting,
Publishing
Return to Teaching Narrative Writing slide Jump to Questionnaire analysis

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5. Challenges and risks of the use of NLP summary
applications in EFL reading and writing
Online applications in recent AI development
can produce a summary of passages and
newspaper articles on the internet.
This paper demonstrates and reports on an
evaluation of the summary reports.
Join us to discuss how useful or otherwise
such summary services would be in reading
and writing in EFL settings.

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6. Use of Summary documents in
Academic Training

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9. Use of Summary documents in
Academic Training:
Even in Video – Shakespeare dramas

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8. How to use Cliff-Notes in
academic setting
1. Teachers use as Cliff-Notes
 Study Guidebooks,
2. Teachers even write one
 and sell it
 to the Cliff publisher
3. But it has been feared that
students will
not necessarily
read the original works 8

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9. How to use Cliff-Notes in
academic setting - 2
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12. Natural Language Processing (NLP):
from Concordance (KWIC, KWOC)
to summary and text analysis

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11. Annotated Bibliography in academic setting
 Annotated Biblio is …
 a list of citations to books, articles, and
documents.
 Each citation is followed by
 a brief (usually about 150 words)
 descriptive and
 evaluative paragraph,
 the annotation.

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12. Annotated Bibliography in academic setting
 The purpose of the annotation is
 to inform the reader of the
relevance, acuracy,
 quality of the sources cited,
 as well as for memory retation of
research resources.

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13. Summary (Precis) Writing in Language
Arts

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Remember that you are not writing a
review:
You are writing a summary.
Keep your own reflections
out of your summary, and
aim to share information
instead of opinions.
Practice writing summaries
about almost anything.
Your favorite books
Movies, and
writing one paragraph summaries.
14. How do you practice summary
writing?

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15. Online summary services for
researchers
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16. How to run SummarizeBot and produce
summary of news, blogs, on the Web site
Intent Analysis
Short Text
Language
Detection
Fake News
Detection
Intent Analysis
Short Text
Language
Detection
Fake News
Detection
Article
Extraction
News Aggregation
Scientific
Articles

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17. How to run SummarizeBot and produce
summary of news, blogs, on the Web site
www.free-powerpoint-templates-design.com
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API: Install
SummarizeBot
in SLACK
Find the
target web
page
Post
the
URL
Read the result
by browser
Keywords,
Summary,
Ratio
Save texts

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12. SummarizeBot on Cliffs Notes blog

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12. How to author quizzes from the
summary output texts
 Kinds of quizzes
1. Cloze (Blank)
 One word – total blanks
 Rational
 or
 every 7th word
 C-Cloze － words whose
 initial characters are shown
in blanks
2. Scrambled sentences
 to reorder

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12. How to author quizzes from the
summary output texts? - 2
 Kinds of quizzes (cont’d)
1. Multiple choice questions
Completion of sentences
WH-Questions
Multiple choices: the odds
(irrelevant)
 e.g. Find the odd of the four
 (a) 1 (b) 2 (c) 4 (d) 6
2. Completing the summary
paragraph
 the concluding sentences
 or a few last sentences

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21. Benefits of group work with AR technology:
An exchange of WH-Q’s on video narration
story and mutual grading answers
A B C
4 skills
Learning
performance,
Learning
motivation,
learner
autonomy
Student
engagement,
less teacher
centered
Positive
attitudes
towards
technology
D
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