CHECKLIST
Student Name: ___JAN MASHOTJA_______________________________________
Student Number: __12253693___________________________________
Is there a student name and number on the cover page YES (J.M)
Is this your original work? YES (J.M)
Plagiarism declaration attached? YES (J.M)
QUESTION 1: Did you answer it? YES (J.M)
QUESTION 2: Did you answer it? YES (J.M)
Are you submitting the correct portfolio and the correct file? Format if typed: Arial font Font size 12 One
and a half to double line spacing Leave sufficient space in the margins for marker notes.
Format if handwritten: Blue/black ink Neat and legible All pages scanned in 1 file in the correct order
Did you edit your work? YES (J.M)
Did you convert your document to PDF? YES (J.M) YES (J.M)
Did you remove any password protection? YES (J.M)
QUESTION 1
Minutes for agenda item 4.1 regarding the dynamics of relying on chatbots when writing
assignments:
Minutes of the Teaching and Learning Ad hoc Committee Meeting
Agenda Item 4.1: Dynamics of Relying on Chatbots When Writing Assignments
The meeting began with Prof. Song (Chair) addressing the issue of declining students’
performance due to academic dishonesty & plagiarism. He emphasized the growing
concern among academics who encounter assignments lacking originality. The purpose
of the meeting was to share awareness with student representatives about their fellow
students’ practices during assignment preparation and how these practices affect
academic performance.
Dr. Sibeko, speaking on behalf of lecturers, revealed the need to educate students
about the dynamics of relying on chatbots for writing and presenting assignments. In
modules such as Practising Workplace English and literature courses, students often
fail to respond creatively to background information and scenarios. Instead of engaging
with the context to give original responses, they turn to the internet and Artificial
Intelligence (AI) tools to generate answers and essays for them.
Dr. Sibeko raised a concern that that while using chatbots may seem like a quick
solution, academics—being specialists in their respective fields—can easily detect
changes in writing style or lack of originality. Chatbot-generated answers may align with
the content but miss the way that only human communication can convey.
Nthabiseng, a student leader, expressed her opinion that academics should not merely
educate students about chatbots but also consider students’ perspectives. As
representatives, they attend meetings not in their personal capacities but as leaders of
the student body.
Prof. Song clarified that the term “educate” implies a necessary change in behavior and
attitude. Students must adapt their chatbot usage to avoid continued module failures.
In conclusion, Dr. Sibeko urged academics to guide students in using chatbots
effectively, emphasizing the importance of maintaining originality while benefiting from
AI tools.
QUESTION 2
Investigative Report: Enhancing Student Performance in Practising
Workplace English
Title
Improving Student Performance in Practising Workplace English: Strategies and
Recommendations
1. Terms of Reference
Date of Commission: [Insert Date]
Commissioned by: Dr. Moloi, Director of the Teaching and Learning Unit
Investigaton: Jan Mashotja, Administrator
Essence of the Report: Investigate ways to enhance student performance in the
module “Practising Workplace English.”
Submission Date: 30 May 2024
2. Procedures
The investigation employed the following methods to collect relevant information:
1. Literature Review: Examined existing research on effective language learning
strategies.
2. Student Surveys: Gathered insights directly from students regarding their
challenges and preferences.
3. Faculty Interviews: Consulted lecturers to understand common issues faced by
students.
4. Analysis of Assessment Data: Reviewed student performance data to identify
trends.
3. Findings
Based on the procedures, the following findings emerged:
1. Lack of Active Practice: Students struggle due to insufficient practice in
workplace-related communication.
2. Time Constraints: Many students, especially those returning to education after a
hiatus, find it challenging to manage time effectively.
3. Over-rely on AI Tools: Some students rely heavily on AI tools (e.g., ChatGPT)
for assignments, compromising originality.
4. Varying Language Proficient: Students exhibit diverse language proficiency
levels, affecting their ability to produce well-written work.
4. Conclusions
1. Balanced Approach: Encourage students to strike a balance between AI
assistance and independent thinking.
2. Structured Practice: Implement regular writing exercises, role-playing
scenarios, and workplace simulations.
3. Peer Collaboration: Foster peer-to-peer learning through group discussions and
collaborative projects.
4. Feedback Loop: Provide timely feedback on assignments to guide improvement.
5. Recommendations
1. Workshops and Tutorials: Conduct workshops on effective communication
strategies, grammar, and workplace etiquette.
2. Individualized Support: Offer personalized assistance to students struggling
with language proficiency.
3. Incorporate Real-Life Scenarios: Design assignments that mirror workplace
situations.
Compiler’s Detail:
Signature:
Title: Administrator
Name: Jan Mashotja
Date: 30 may 2024