ExELL

Using automated paraphrasing tools: Examining the grammatical structure of generated paraphrases of scientific abstracts

Alvin Ping Leong — Wed, 26 Nov 2025 00:00:00 +0000

The proliferation of automated paraphrasing tools (APTs) raises questions about how generated paraphrases differ from the original texts. In this study, 50 abstracts published in Nature were compared with paraphrases generated by QuillBot, Jasper, and Copilot. Tactic and logico-semantic relations were analyzed using a modified version of the Hallidayan clause-complexing framework. The findings revealed that the APT that most closely matched Nature was QuillBot; no significant differences were found in any of the categories. Collectively, Jasper and Copilot leaned toward clausal complexity, using fewer paratactic extensions and more hypotactic elaborations. This study highlights general features of generated paraphrases that are not commonly addressed in the literature. Explicit paraphrasing instructions are recommended to avert any misuse of APTs.

Increasing student performance and satisfaction in a speaking course through AI-supported active learning activities

Ali Karakaş — Wed, 26 Nov 2025 00:00:00 +0000

This study investigates the impact of active learning techniques on oral communication skills and course satisfaction among English as a foreign language (EFL) teacher candidates in Türkiye. Using a mixed-methods approach, the researcher collected quantitative data from oral exams and qualitative data from a postcourse satisfaction survey. Results revealed statistically significant improvement in oral communication performance, with AI supported active learning activities showing a positive influence. Students reported increased confidence, fluency, and motivation to speak English. Particularly effective activities included student-chosen role-play scenarios, speaking in front of peers, and consistent language practice opportunities. The approach proved successful in both improving academic performance and fostering positive attitudes toward English speaking by helping these prospective teachers overcome communication anxiety and develop greater comfort with self-expression.

More than meets the eye: Toward a reassessment of Old English double accusatives

Juan G. Vázquez González — Wed, 26 Nov 2025 00:00:00 +0000

This article offers a corpus-based update of the Accusative-Accusative construction as part of a much-needed reanalysis of Old English double-object complementation. Unlike the better-known Dative-Accusative pattern—the basis for the Modern English ditransitive — double accusatives remain largely ignored because of their extremely low productivity. Using the Dictionary of Old English Corpus, this study extends the body of evidence to a total of 30 verb types and 87 tokens, providing better precision. Apart from relating to speech act verbs and metaphorical transfer, double accusatives are now found operating as theme-recipients, beneficiaries, and, less frequently, as theme-goals or maleficiaries. This investigation proves their continuity through early and late Old English, attestation across many varieties and text types, and use in Latin-to-English morphosyntactic translation.