‘Is Using AI to Do Homework Considered Cheating?’
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‘Is Using AI to Do Homework Considered Cheating?’
Yesterday in class, a gifted student from #KangChiao International School told me she had used AI to look up two words and used them in her Extended Learning writing exercise.
She had asked AI for synonyms of major, and found ‘discipline’ and ‘field of study’.
As someone who teaches English writing to international school students around the world, I’ve seen countless essays that clearly bear the mark of AI.
What I’d like to explore is not whether students should use AI (because refusing to use it altogether would be a bigger problem),
but rather what kind of attitude learners have toward AI use and the mindset behind using technology as a learning tool.
(Feel free to repost; please credit the original source.)
‘Is using AI for homework considered cheating?’
Very few students are as open as the one above about when and how they use AI.
I believe it depends greatly on the learner’s purpose.
– To look up vocabulary
– To generate essays
– To answer exercises
– To brainstorm ideas
– To organise notes
…
All of these uses can either support learning effectively or lead to brain rot if used passively and unthinkingly.
🔍 Using AI to look up vocabulary:
My teacher asks us to preview an article and record new vocabulary.
⭕️ I read the article once, list words I don’t know and ask AI to translate them into my native language.
Then I ask for example sentences for each word, read them carefully to understand usage and meaning and have my phone read the examples aloud so I can shadow them for pronunciation.
Finally, I reread the article to confirm I understand and can use all key words.
If I still find parts confusing, I mark them to ask my teacher before or during the class.
❓I ask AI to translate the whole article into my native language. When the teacher checks my comprehension in class, I glance at the AI translation in another window and piece together my answers in Chinglish.
✍️ Using AI to generate writing:
This week’s A2 Business Communication class focused on describing a company’s communication style.
⭕️ For the Extended Learning exercise, I review my notes, brainstorm 3–4 characteristics of how my company communicates and write sentences using structures and collocations learnt in class.
Then I ask AI to check them, compare my phrasing with the AI generated English. I may further request both beginner and intermediate versions to learn stronger expressions or more complex sentence patterns.
I listen to AI’s audio version, repeat a few times and finally record my own version based on my ideas and expressions.
❓I upload my teacher’s notes to AI, ask it to generate a paragraph describing company communication style, read it out loud and record it as my homework.
🌟 ‘When AI enters the learning space, it can become a powerful training partner,
but only active learners turn that power into real skill.’ – Corpus Learning Facilitator, Amy Tsai
「用AI做功課算不算作弊？」
`Yòng AI zuò gōngkè suàn bù suàn zuòbì?’
昨天課堂上，有個康橋資優生主動跟我說她用AI查了兩個單字，用在她的課後練習作文裡。
她查了major 的相似詞 ：discipline 與 field of study
Zuótiān kètáng shàng, yǒu gè kāngqiáo zī yōushēng zhǔdòng gēn wǒ shuō tā yòng AI chále liǎng gè dānzì, yòng zài tā de kè hòu liànxí zuòwén lǐ.
Tā chále major de xiāngsì cí:Discipline yǔ field of study
我教世界各地國際學校的英文寫作，看過無數篇有AI影子的作文。
Wǒ jiào shìjiè gèdì guójì xuéxiào de yīngwén xiězuò, kànguò wúshù piān yǒu AI yǐngzǐ de zuòwén.
我想探討的，不是該不該用AI（因為完全不使用的問題更大），而是學習者用什麼態度看待AI的使用，以及使用科技輔助學習的心法。（歡迎轉貼，請務必分享原文出處。）
Wǒ xiǎng tàntǎo de, bùshì gāi bù gāi yòng AI(yīnwèi wánquán bù shǐyòng de wèntí gèng dà), ér shì xuéxí zhě yòng shénme tàidù kàndài AI de shǐyòng, yǐjí shǐyòng kējì fǔzhù xuéxí de xīn fǎ.(Huānyíng zhuǎntiē, qǐng wùbì fēnxiǎng yuánwén chūchù.)
「用AI做功課算不算作弊？」
`Yòng AI zuò gōngkè suàn bù suàn zuòbì?’
很少有學生會跟上述那位學生一樣，主動說出自己在什麼情況下使用了AI。
Hěn shǎo yǒu xuéshēnghuì gēn shàngshù nà wèi xuéshēng yīyàng, zhǔdòng shuō chū zìjǐ zài shénme qíngkuàng xià shǐyòngle AI.
我相信跟學習者的用途有很大關係。
Wǒ xiāngxìn gēn xuéxí zhě de yòngtú yǒu hěn dà guānxì.
-用來查單字
-用來生成作文
-用來回答練習題
-用來發想點子
-用來整理筆記
-Yòng lái chá dānzì
-Yòng lái shēngchéng zuòwén
-Yòng lái huídá liànxí tí
-Yòng lái fā xiǎng diǎnzǐ
-Yòng lái zhěnglǐ bǐjì
…
上面這些用途，都可以是有效輔助學習，也可以是無效最終導致腦袋退化（Brainrot）的行為。
Shàngmiàn zhèxiē yòngtú, dōu kěyǐ shì yǒuxiào fǔzhù xuéxí, yě kěyǐ shì wúxiào zuìzhōng dǎozhì nǎodai tuìhuà (Brainrot) de xíngwéi.
-用來查單字：
老師說要預習文章、紀錄單字
-Yòng lái chá dānzì:
Lǎoshī shuō yào yùxí wénzhāng, jìlù dānzì
⭕️ 我把文章讀過一遍以後，打下來不確定意思的字，然後讓AI翻成我的母語，並請AI幫我做出每個字的例句，我看完例句以後，熟悉理解每個字的用法與意思，再讓手機讀出這些新詞與造句，跟讀幾遍練習發音，最後再回去讀原本的文章，確認沒有不會用的字，如果還是有讀不懂的，標注起來，課前或課堂中問老師。
⭕️ Wǒ bǎ wénzhāng dúguò yībiàn yǐhòu, dǎ xiàlái bu quèdìng yìsi de zì, ránhòu ràng AI fān chéng wǒ de mǔyǔ, bìng qǐng AI bāng wǒ zuò chū měi gè zì de lìjù, wǒ kàn wán lìjù yǐhòu, shúxī lǐjiě měi gè zì de yòngfǎ yǔ yìsi, zài ràng shǒujī dú chū zhèxiē xīn cí yǔ zàojù, gēn dú jǐ biàn liànxí fāyīn, zuìhòu zài huíqù dú yuánběn de wénzhāng, quèrèn méiyǒu bù huì yòng de zì, rúguǒ háishì yǒu dú bù dǒng de, biāozhù qǐlái, kè qián huò kètáng zhōng wèn lǎoshī.
❓我讓AI把整篇文章翻譯成母語，下堂線上課老師要確認我的理解的時候，我一邊對照另一個視窗的AI翻譯，一邊用中式英文拼湊出答案。
❓Wǒ ràng AI bǎ zhěng piān wénzhāng fānyì chéng mǔyǔ, xià táng xiànshàngkè lǎoshī yào quèrèn wǒ de lǐjiě de shíhòu, wǒ yībiān duìzhào lìng yīgè shìchuāng de AI fānyì, yībiān yòng zhōngshì yīngwén pīncòu chū dá’àn.
-用來生成作文：
本週初階商務溝通課，主題是介紹公司的溝通風格，課後練習是運用上課聊過的介紹公司的句型結構、老師補充的精準搭配詞，錄音一段介紹自己公司的溝通風格。
-Yòng lái shēngchéng zuòwén:
Běn zhōu chū jiē shāngwù gōutōng kè, zhǔtí shì jièshào gōngsī de gōutōng fēnggé, kè hòu liànxí shì yùnyòng shàng kè liáoguò de jièshào gōngsī de jù xíng jiégòu, lǎoshī bǔchōng de jīngzhǔn dāpèi cí, lùyīn yīduàn jièshào zìjǐ gōngsī de gōutōng fēnggé.
⭕️ 我看完老師給我的筆記，發想三到四個我能想到的我們公司溝通風格的特點，針對每個特點，試著用學過的句型與搭配詞造幾個句子，拼湊出來以後，交給AI檢查，比對跟原本的句子有什麼不一樣，再請AI提供幾個初階到中階的版本，看看有什麼更厲害的搭配詞或更複雜的句型，生成語音再跟讀個幾次。如果可以吸收的話，就試著用到自己的那個版本裡，如果覺得太難太複雜，就先不使用。最後自己順個幾遍再憑原本發想的三四個單點特點錄製成一段話。
⭕️ Wǒ kàn wán lǎoshī gěi wǒ de bǐjì, fā xiǎng sān dào sì gè wǒ néng xiǎngdào de wǒmen gōngsī gōutōng fēnggé de tèdiǎn, zhēnduì měi gè tèdiǎn, shìzhe yòng xuéguò de jù xíng yǔ dāpèi cí zào jǐ gè jùzǐ, pīncòu chūlái yǐhòu, jiāo gěi AI jiǎnchá, bǐ duì gēn yuánběn de jùzǐ yǒu shé me bù yīyàng, zài qǐng AI tígōng jǐ gè chū jiē dào zhōng jiē de bǎnběn, kàn kàn yǒu shé me gèng lìhài de dāpèi cí huò gèng fùzá de jù xíng, shēngchéng yǔyīn zài gēn dú gè jǐ cì. Rúguǒ kěyǐ xīshōu dehuà, jiù shìzhe yòng dào zìjǐ dì nàgè bǎnběn lǐ, rúguǒ juédé tài nán tài fùzá, jiù xiān bù shǐyòng. Zuìhòu zìjǐ shùn gè jǐ biàn zài píng yuánběn fā xiǎng de sānsì gè dān diǎn tèdiǎn lùzhì chéng yīduàn huà.
❓我把老師的筆記上傳AI，請AI參考並生成一段介紹溝通風格的講稿，我憑自己感覺來發音，照念錄起來交給老師。
❓Wǒ bǎ lǎoshī de bǐjì shàngchuán AI, qǐng AI cānkǎo bìng shēngchéng yīduàn jièshào gōutōng fēnggé de jiǎnggǎo, wǒ píng zìjǐ gǎnjué lái fāyīn, zhào niàn lù qǐlái jiāo gěi lǎoshī.
Amy顧問認為：
「當AI進入學習場域，可以有效輔助練功；主動學習，功力才是你的。」
Amy gùwèn rènwéi:
`Dāng AI jìnrù xuéxí chǎng yù, kěyǐ yǒuxiào fǔzhù liàngōng; zhǔdòng xuéxí, gōnglì cái shì nǐ de.’
「用AI做功课算不算作弊？」
`Yòng AI zuò gōngkè suàn bù suàn zuòbì?’
昨天课堂上，有个康桥资优生主动跟我说她用AI查了两个单字，用在她的课后练习作文裡。
她查了major 的相似词 ：discipline 与 field of study
Zuótiān kètáng shàng, yǒu gè kāngqiáo zī yōushēng zhǔdòng gēn wǒ shuō tā yòng AI chále liǎng gè dānzì, yòng zài tā de kè hòu liànxí zuòwén lǐ.
Tā chále major de xiāngsì cí:Discipline yǔ field of study
我教世界各地国际学校的英文写作，看过无数篇有AI影子的作文。
Wǒ jiào shìjiè gèdì guójì xuéxiào de yīngwén xiězuò, kànguò wúshù piān yǒu AI yǐngzǐ de zuòwén.
我想探讨的，不是该不该用AI（因为完全不使用的问题更大），而是学习者用什麽态度看待AI的使用，以及使用科技辅助学习的心法。（欢迎转贴，请务必分享原文出处。）
Wǒ xiǎng tàntǎo de, bùshì gāi bù gāi yòng AI(yīnwèi wánquán bù shǐyòng de wèntí gèng dà), ér shì xuéxí zhě yòng shénme tàidù kàndài AI de shǐyòng, yǐjí shǐyòng kējì fǔzhù xuéxí de xīn fǎ.(Huānyíng zhuǎntiē, qǐng wùbì fēnxiǎng yuánwén chūchù.)
「用AI做功课算不算作弊？」
`Yòng AI zuò gōngkè suàn bù suàn zuòbì?’
很少有学生会跟上述那位学生一样，主动说出自己在什麽情况下使用了AI。
Hěn shǎo yǒu xuéshēnghuì gēn shàngshù nà wèi xuéshēng yīyàng, zhǔdòng shuō chū zìjǐ zài shénme qíngkuàng xià shǐyòngle AI.
我相信跟学习者的用途有很大关係。
Wǒ xiāngxìn gēn xuéxí zhě de yòngtú yǒu hěn dà guānxì.
-用来查单字
-用来生成作文
-用来回答练习题
-用来发想点子
-用来整理笔记
-Yòng lái chá dānzì
-Yòng lái shēngchéng zuòwén
-Yòng lái huídá liànxí tí
-Yòng lái fā xiǎng diǎnzǐ
-Yòng lái zhěnglǐ bǐjì
…
上面这些用途，都可以是有效辅助学习，也可以是无效最终导致脑袋退化（Brainrot）的行为。
Shàngmiàn zhèxiē yòngtú, dōu kěyǐ shì yǒuxiào fǔzhù xuéxí, yě kěyǐ shì wúxiào zuìzhōng dǎozhì nǎodai tuìhuà (Brainrot) de xíngwéi.
-用来查单字：
老师说要预习文章、纪录单字
-Yòng lái chá dānzì:
Lǎoshī shuō yào yùxí wénzhāng, jìlù dānzì
⭕️ 我把文章读过一遍以后，打下来不确定意思的字，然后让AI翻成我的母语，并请AI帮我做出每个字的例句，我看完例句以后，熟悉理解每个字的用法与意思，再让手机读出这些新词与造句，跟读几遍练习发音，最后再回去读原本的文章，确认没有不会用的字，如果还是有读不懂的，标注起来，课前或课堂中问老师。
⭕️ Wǒ bǎ wénzhāng dúguò yībiàn yǐhòu, dǎ xiàlái bu quèdìng yìsi de zì, ránhòu ràng AI fān chéng wǒ de mǔyǔ, bìng qǐng AI bāng wǒ zuò chū měi gè zì de lìjù, wǒ kàn wán lìjù yǐhòu, shúxī lǐjiě měi gè zì de yòngfǎ yǔ yìsi, zài ràng shǒujī dú chū zhèxiē xīn cí yǔ zàojù, gēn dú jǐ biàn liànxí fāyīn, zuìhòu zài huíqù dú yuánběn de wénzhāng, quèrèn méiyǒu bù huì yòng de zì, rúguǒ háishì yǒu dú bù dǒng de, biāozhù qǐlái, kè qián huò kètáng zhōng wèn lǎoshī.
❓我让AI把整篇文章翻译成母语，下堂线上课老师要确认我的理解的时候，我一边对照另一个视窗的AI翻译，一边用中式英文拼凑出答案。
❓Wǒ ràng AI bǎ zhěng piān wénzhāng fānyì chéng mǔyǔ, xià táng xiànshàngkè lǎoshī yào quèrèn wǒ de lǐjiě de shíhòu, wǒ yībiān duìzhào lìng yīgè shìchuāng de AI fānyì, yībiān yòng zhōngshì yīngwén pīncòu chū dá’àn.
-用来生成作文：
本週初阶商务沟通课，主题是介绍公司的沟通风格，课后练习是运用上课聊过的介绍公司的句型结构、老师补充的精准搭配词，录音一段介绍自己公司的沟通风格。
-Yòng lái shēngchéng zuòwén:
Běn zhōu chū jiē shāngwù gōutōng kè, zhǔtí shì jièshào gōngsī de gōutōng fēnggé, kè hòu liànxí shì yùnyòng shàng kè liáoguò de jièshào gōngsī de jù xíng jiégòu, lǎoshī bǔchōng de jīngzhǔn dāpèi cí, lùyīn yīduàn jièshào zìjǐ gōngsī de gōutōng fēnggé.
⭕️ 我看完老师给我的笔记，发想三到四个我能想到的我们公司沟通风格的特点，针对每个特点，试着用学过的句型与搭配词造几个句子，拼凑出来以后，交给AI检查，比对跟原本的句子有什麽不一样，再请AI提供几个初阶到中阶的版本，看看有什麽更厉害的搭配词或更複杂的句型，生成语音再跟读个几次。如果可以吸收的话，就试着用到自己的那个版本裡，如果觉得太难太複杂，就先不使用。最后自己顺个几遍再凭原本发想的三四个单点特点录製成一段话。
⭕️ Wǒ kàn wán lǎoshī gěi wǒ de bǐjì, fā xiǎng sān dào sì gè wǒ néng xiǎngdào de wǒmen gōngsī gōutōng fēnggé de tèdiǎn, zhēnduì měi gè tèdiǎn, shìzhe yòng xuéguò de jù xíng yǔ dāpèi cí zào jǐ gè jùzǐ, pīncòu chūlái yǐhòu, jiāo gěi AI jiǎnchá, bǐ duì gēn yuánběn de jùzǐ yǒu shé me bù yīyàng, zài qǐng AI tígōng jǐ gè chū jiē dào zhōng jiē de bǎnběn, kàn kàn yǒu shé me gèng lìhài de dāpèi cí huò gèng fùzá de jù xíng, shēngchéng yǔyīn zài gēn dú gè jǐ cì. Rúguǒ kěyǐ xīshōu dehuà, jiù shìzhe yòng dào zìjǐ dì nàgè bǎnběn lǐ, rúguǒ juédé tài nán tài fùzá, jiù xiān bù shǐyòng. Zuìhòu zìjǐ shùn gè jǐ biàn zài píng yuánběn fā xiǎng de sānsì gè dān diǎn tèdiǎn lùzhì chéng yīduàn huà.
❓我把老师的笔记上传AI，请AI参考并生成一段介绍沟通风格的讲稿，我凭自己感觉来发音，照念录起来交给老师。
❓Wǒ bǎ lǎoshī de bǐjì shàngchuán AI, qǐng AI cānkǎo bìng shēngchéng yīduàn jièshào gōutōng fēnggé de jiǎnggǎo, wǒ píng zìjǐ gǎnjué lái fāyīn, zhào niàn lù qǐlái jiāo gěi lǎoshī.
Amy顾问认为：
「当AI进入学习场域，可以有效辅助练功；主动学习，功力才是你的。」
Amy gùwèn rènwéi:
`Dāng AI jìnrù xuéxí chǎng yù, kěyǐ yǒuxiào fǔzhù liàngōng; zhǔdòng xuéxí, gōnglì cái shì nǐ de.’
#CorpusLearntoLearn
#AmyTsai
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