Investigating the implementation of artificial intelligence in learning legal english of english majored students at ho chi minh city university of law

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF LAW GRADUATION THESIS B.A DEGREE IN ENGLISH Major: Legal English INVESTIGATING THE IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE IN LEARNING LEGAL ENGLISH OF ENGLISH MAJORED STUDENTS AT HO CHI MINH CITY UNIVERSITY OF LAW Supervisor: Luong Minh Hieu Student: Dao Phu Quang Student ID: 1952202010053 Class: LE44B Ho Chi Minh City, 21st June, 2023 MINISTRY OF EDUCATION AND TRAINING HO CHI MING UNIVERSITY OF LAW FACULTY OF LEGAL LANGUAGES INVESTIGATING THE IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE IN LEARNING LEGAL ENGLISH OF ENGLISH MAJORED STUDENTS AT HO CHI MINH CITY UNIVERSITY OF LAW Submitted by: Dao Phu Quang Supervised by: Luong Minh Hieu Ho Chi Minh City, 21st June, 2023 Table of Contents LIST OF ABBREVIATIONS ABSTRACT I INTRODUCTION II REVIEW OF LITERATURE .11 III METHODOLOGY .25 IV DISCUSSION .35 V CONCLUSION .37 ACKNOWLEDGEMENT .39 REFERENCE 40 APPENDIX .43 LIST OF ABBREVIATIONS AI AGI ANI ASI AWE ESP HSK ICT IELTS iSTART ITS NLP TELL TOEFL TOEIC Artificial Intelligence Artificial General Intelligence Artificial Narrow Intelligence Artificial Super Intelligence Automated Writing Evaluation English for Specific Purposes Hanyu Shuiping Kaoshi Information and Communications Technology International English Language Testing System Interactive Strategy Training for Active Reading and Thinking Intelligent Tutoring System Natural Language Processing Technology-Enhanced Language Learning Test of English as a Foreign Language Test of English for International Communication ABSTRACT AI has been considered a surging phenomenon for the world as it revolutionises a vast range of fields, helping people get their jobs done faster, more effectively For Language Learning specifically, AI’s techniques such as machine learning, deep learning, Natural Language Processing, etc., greatly take part in making AI applications for English Language learning Legal English Learning is not an exception as it can also benefit from AI applications This survey is conducted to investigate the current presence of AI technology in the Legal English Department of Ho Chi Minh City University of law Moreover, this study sheds light on the students’ perception, attitude of AI technology towards learning Legal English, the students’ implementation of AI into their studies and Results showed that the majority of the students being surveyed use AI applications to serve their study purposes, and claimed that AI proved useful in their study and willing to implement it for the future Legal English studies This implies that Legal English majors showed positive perceptions and attitudes and acceptance towards AI applications However, the presence of AI Legal-English-based applications remained limited or unknown to the students Therefore, this paper can be used as the base for future study approaches focusing on more specific AI applications for the Legal English Department Moreover, further observations and investigations should be conducted about the specific tendencies or challenges of students when learning Legal English so as to strengthen the means and usage of AI I INTRODUCTION Statement of the problem Artificial Intelligence (AI) has become one of the most influential inventions of the human kind Thanks to the implementation of machine learning, it can mimic human’s intelligence to a certain level In some cases, it can out-perform human’s ability to tasks (Scharre et al., 2018) With appropriate exploitations, AI is a great tool to help humans solve workloads faster AI has been implemented in a multitude of fields AI is capable of reading scans and increasing the precision in health diagnosis AI can also be taken into advantage in Agriculture by checking, analysing data to assist in improving crop yields AI plays an important role in helping reduce energy consumption in highly energy-demanded factories, farms and businesses (Franke, 2019) In E-commerce, customer’s tendency, interest and patterns can be analysed and studied by AI After a few purchases, it can use the information to further recommend customers about the categories of products that they are also interested in, or predict the upcoming products that customers might be buying The application of AI can be seen in spamfiltering systems used by Gmail to sort out spam emails and directly send them to the spam folder According to Kumaran (2022), this technology has been proven to reach the filtration accuracy of an estimated 99.9% Social platforms such as Instagram and Facebook implemented the mechanics similar to Gmail’s spam filtering AI is Instagram’s fundamental basis for the content reviewing process Through machine learning, AI is able to detect and automatically remove contents that go against the community guidelines even before anyone could see and report it In some cases, the addition of AI can support machines and programs to complex tasks For instance, Artificial Intelligence is being implemented in Facial recognition systems - a technology capable of matching a human face to a database of faces to serve the purpose of authentication Thanks to Artificial Intelligence’s deep learning mechanics, it can learn to detect human faces regardless of the changes occurring such as the presence of bruises, acnes or facial hair such as a moustache or beard grown by the individuals (Lehr & Crumpler, 2021) Language Education is also an aspect that AI can shine Technologyenhanced language learning (TELL) researchers have been applying a multitude of technology relating to language education for decades (Zou et al., 2018) In a previous study, Heil (2016) has pointed out that de-contextualization and authentic speech production insufficiency are the problems many applications that serve to support language learning are currently facing However, Chen et al (2019) have created a context-aware ubiquitous program - a system that integrates wireless, mobile and highly context-awareness technology to quickly grasp the current situation the learner is in in the real world and devise solutions, support in accordance (Hwang et al ,2009) but for language learning There, AI is being implemented as an enhanced tool, providing contextualisation for the learners depending on the scenarios they are facing As a result, students are more inspired to learn languages and achieve great performances Additionally, with the recent introduction of AI-fuelled chat-bots such as ChatGPT - an Artificial intelligence chat-bot being trained to follow enquiries and provide detailed responses One of its most impressive aspects is the capability to provide the most appropriate, accurate and up-to-date responses and even to the most complex and controversial topics in an instance Furthermore, it can write poems, generate codes, design presentations or perform other academic tasks such as write a contract, a cover letter, design CVs, and fact check Thus, AI technology can be considered as a big potential to exploit in language studying (Huang et al ,2023) Despite its popularity in the Western societies AI technologies in general remain a relatively new topic for the world According to the Oxford Insights’s Government AI readiness Index 2021 report, 44 out of 160 countries in the world were reported to have their own AI strategic plans and show willingness to join the global AI race Vietnam is also quite new with the technology, spending less than a dollar per capita on AI For a brief comparison, in the same period, Singapore, a country in the Southeast Asia region spent roughly 68 dollars per capita for AI (Vincenzo Caporale, 2021) Being ranked 62th place in the government AI readiness Index in 2021, and as a developing country, Vietnam’s AI research capacity stands at 26th in the world It is estimated that by 2030, AI will account for 13 trillion USD to Vietnam’s economy, equivalent to 1.2% of the nation’s GDP Currently in Vietnam, AI is being applied in smart urban areas, in healthcare insurance, smart agriculture and environmental technology (Samaya Dharmar, 2023) However, there is currently very little to no mentions about how Artificial Intelligence can be used in Vietnamese Education There are attempts to bring AI to the classroom, but at the moment of this thesis, the vast majority of schools typically follow the traditional methods of learning and teaching students Moreover, students are not officially introduced to AI technology, as well as teachers are not yet capable of implementing AI to their curriculum or lesson plan There is uncertainty on the reasons, but the first one could be the lack of equipment or programs to encourage, support or instruct teachers to bring Artificial Intelligence into their teaching work The second reason could be the lack of exposure to the technology themselves Vietnam had been using applications of AI in a few fields, still AI applications are fairly limited and has not been exploited especially in Education as whole and in Language Education in particular Despite the advantages, there are only a few ways for them to approach AI in Vietnam One of the prominent leading inventions – ChatGPT is currently not available in certain countries including Vietnam The only few ways for the teenagers and young adults to use a product or an application that is AI-based is Google assistant of Google and Siri of Apple Both are virtual assistants for Android and IOS devices respectively While it is possible to bring AI to the class or utilise AI to study or improve language skills, especially with writing skill, there are controversial opinions, stating that AI dependence could lead to detrimental effects, especially with the learner’s language ability Therefore, this thesis is conducted to focus on the topic of AI in Language Studying aspects of the Legal English Department Rationale of the study Previous studies have conducted research about the tendency of applying AI technologies in Language Education such as Pikhart (2020) There are few studies specifically focusing on the analysing trends and impact of AI technology on Language learning such as Huang et al (2023) Some studies focused on analysing the perceptions and attitudes of students towards using AI applications on improving English skills such as Suryana et al (2020) However, there are currently no studies conducted about AI’s implementations, its impact on students in Legal English Learning For students in the Legal English Department of Ho Chi Minh City University of Law, the majority of the subjects are language-focus Advanced Grammar and Language Skills are subjects relating to English usage in general Advanced writing for instance, in order to pass, students are required to perform precise and coherent writing capability by doing academic writing tasks similar to IELTS writing task and There are main subjects namely, Legal Listening, Reading, Writing and Speaking being studied throughout the span of semesters which is heavily legal language-based Generally, the learners are trained to use English but in a legal context Legal terminology, Legal consulting and contract review, Legal translation and interpretation and Legal Drafting are also related to Law but remain focused on language aspects These subjects can be assisted by AI programs However, little to no usage for AI is being implemented Students are still required to use English in these subjects to manually draft documents, translate and interpret Legal tasks In addition, despite the existence of many studies about AI usage for Language teaching purposes However, studies about how AI can be used to help learning Legal English is not being thoroughly examined Aim of the study This paper was carried out with a view to investigate the current usage of AI technologies such as software, and systems in the Legal English Department This study is dedicated to observing the attitude and perception of English-major students towards Artificial Intelligence The study then specifically focuses on analysing the impact of AI in Legal English Department, specifically the positives and the negatives influence and give conclusions on whether AI should be implemented into Legal teaching and learning In order to achieve the aim of this study, the research was designed to seek the answers to the following questions: ● How common is AI for students of the Legal English Department? ● What are the perceptions and attitudes that students have about AI? ● What are the benefits and challenges in the application of Artificial Intelligence in legal English learning? Description of Subjects For students, specifically students who are studying in Universities, they are the potential users of this invention Olson et al (2011) have conducted research focusing on the frequency of technology usage and have concluded that Young adults outperformed older adults in terms of using multiple fields of technology According to ‘ICT Fact and Figures 2017’ published by the United Nations, the Youth (ages 15–24) uses technologies the most 71% of the young people around the world are online In developed countries, young people account for 94% of Internet users They are exposed to technology at an early age, their capability to use electronic devices and technologies are high, and are willing to exploit different ways to help them things in a shorter amount of time and with high precision It is plausible to conclude they are the group that are the most 34 other academic skills Some of the categories that students depend on AI applications are Academic Writing at 4.03, Language Skills at 4.01, Legal Writing at 3.89, Legal Translation and Interpretation at 3.70 Legal reading and Legal Terminology are roughly the same at 3.56 and 3.57 respectively However, Legal Listening scored the lowest of all categories at only 3.03, other Legal English such as Legal Reasoning and Legal Methodology, Legal Consulting and contract review also scored lower than the majority of the subjects at 3.04 and 3.06 respectively To what extent you agree or disagree with these statements? Result (1) I am willing to use AI as a tool to learn Legal English 3.99 (2) I am willing to use AI as a replacement for teachers and classes 2.22 (3) I am confident with my abilities in using AI effectively for language learning 3.46 (4) I am confident with my abilities in selecting appropriate AI applications for my Legal English learning 3.20 (5) I am confident with my abilities in using AI to create an enjoyable Legal English learning experience 3.18 (6) I am willing to study without the help of AI technologies in my Legal English Studies 2.74 Figure Students’ attitude and acceptance towards using AI in Legal English Learning Note Likert scale: = Strongly disagree; =Disagree; = Neutral; =Agree; = Strongly Agree; When being asked to choose the according level of agree or disagree for the statements, statement (1) scored the highest at 3.99, followed by statement (2) at 3.46 However, there is a 0.26 difference in scoring for statement (3) and (4), indicating that Legal English may impact a bit on the students’ confidence in selecting AI applications for learning The majority of the students showed disagreement for statements number (2) and number (6), scoring 2.22 and 2.74 respectively 35 IV DISCUSSION The author found that the current situation of AI technology is quite omnipresent in the Legal English Department Firstly, the majority of the students have been learning English for more than five years, the majority of the survey participants also claimed that they are most likely to hear the term AI on social media, documents and normal daily conversations This implies that the concept of AI is not unfamiliar to the students of Legal English Combined with the vast majority of the students claiming that they understand AI to some extent, AI is a common topic for students to communicate and explore, and to some extent, they can briefly understand what AI is used for, and can be used for The results also imply that the vast majority of the students have been using AI applications for studying Legal English curriculum Despite the fact that slightly more than half of the respondents claim that teachers did not recommend them to use AI products in Legal English Learning, 89.3% of the students claimed that they used the technology regardless This goes to show that AI is largely being used by the students in the Legal English Department to serve their studying purposes Combined with the fact that most students claimed that AI technologies did help them with their study AI applications did play an important role in helping Legal English majors study However, the results also reflect the reality that the amount of teachers willing to instruct students to use AI or recommend them to use AI applications remained not strikingly high, but also interestingly, the results also implied that the teachers’ impact did not interfere with the students’ AI usage during their learning progress Through the results, AI has been utilised by the students to study in the English Department The author found that students, for the most part, utilise AI applications to strengthen and improve their Writing skills Academic Writing scored highest of all subjects in the table, and Legal English scored highest of all Legal Skills in terms of students’ AI utilisation, combined with Nhac’s (2021) research which pointed out that Legal Writing was 36 considered as the most difficult Skill by Legal English Students to learn and improve, it can clearly be seen that AI has been greatly helping Legal English Students improve their Academic and Legal Writing skill Here, AI is currently playing an important role in helping Legal Students learn and perform Writing tasks However, it is uncertain to know what specific applications have they used to learn Legal Writing skills on The study also found that Legal English students’ perception and attitude towards AI is relatively positive Legal English students are willing to use AI technologies to help them with Language Learning in general and Legal English learning in particular They also understood that AI should not replace actual teachers and classes that they are studying Still, the results also pointed out that although students are willing to use AI technologies for their Legal English learning, there is still a problem, which is using AI applications specifically for Legal English studies Students show slightly less confidence when choosing AI applications for Legal English Learning compared to plain and academic Language learning proved that there are differences in performance for AI applications when dealing with these fields This further confirmed two things: Firstly, AI’s Natural Language Processing abilities are yet fully ready to support Legal English due to the differences of Legal English compared with Plain English and This result aligns with Grimes and Warschauer (2019) claiming that computational semantics analysis unequally focuses between denotative and connotative meaning, causing AI-based systems to miss the users’ intent; Secondly, students are yet to find or access AI applications that serve their learning process Nevertheless, there are a few challenges that are currently visible Firstly, students don’t have a wide range of AI software or systems for them to use For the majority of time, when the students are required to tick in the AI applications that they used to support their learning progress, Google search engine and Google Translate are most commonly used However, the survey did not list out all of the AI applications that could potentially perform better at helping 37 with learning specific fields or majors, despite that, the authors expected that the “other” option would score at least as high as other options, but turns out, it is the second option with the least score This result could imply two things: The students not know any further AI applications apart from the ones listed out in the table and they don’t know, or they don’t actually use any other applications apart from the ones listed in the table Hence, when being asked about the challenges of using AI, 41.7% of the students considered AI applications not being widely known and used The problem might cause detrimental effects to the future of Legal English learning and using, especially when Legal English demands high precision, concision and unambiguity in usage, improper usage of AI applications could result in incorrectness or misinformation Secondly, based on the number of students integrating AI applications into their Legal English subjects, it is clearly seen that Legal English subjects e.g., Legal speaking, Legal Listening and Legal Reasoning and Legal Methodology scored the lowest compared to other subjects in the table The reason for this tendency is the lack of available AI applications that aim specifically at these Legal English classes or the lack of instructions for students to use these applications to learn Legal English while there are multiple subjects that could benefit from AI technologies V CONCLUSION Artificial Intelligence is a fascinating aspect that shapes our future technologies to come Its capability to support people with learning, makes it extremely effective for Language Learning This creates opportunities for AI to bring a better Legal English learning experience for the students studying the Legal English Department at Ho Chi Minh City University of Law The benefits it could bring especially to Legal English Learning is not vastly different from what it could for Plain English Learning, i.e AI usage in applications for improving and 38 learning Legal Reading, writing, listening and speaking However, the issues relating to AI usage such as overdependence, reception and acceptance of AI has to be taken into account The results of the study reflect significantly about the current relations between AI and Legal English majors Artificial Intelligence remained relatively new to the Legal English Department Students know about the existence of AI They can briefly understand what AI is and what it is used for The majority of the students utilise AI to accompany their Legal English learning Despite the challenges and shortcomings to access AI technologies and the lack of discussions about the utilisation of AI for learning, they can partially understand what AI is and use a few AI-infused applications The students’ attitude and perception towards AI technology are highly positive, and they are willing to apply the technology for learning Legal English subjects This is a great sign for a future of AI applications on software or systems that support Legal English learning and utilising them for a better Legal English learning experience However, given the current lack of knowledge on the existence of AI software that specialise in learning Legal English or the lack of the software itself, given the limited implementation of AI technology into Legal English Departments in general, the author suggests the following things Firstly, studies in the future are recommended to observe what AI applications are best for students to use in Legal English Learning Due to the nature of Legal English users are required to prioritise accuracy, and transparency, as Wydick (2005b) said: “whatever lawyers write must be Clear, Correct, Concise, and Complete”, there is also a surging demand for accuracy and precision for AI applications that support Legal English Learning Thus, researchers should focus on developing or creating new AI systems such as the ones developed by Wijekumar et al (2017), Chen and Li (2010), Ayedoun et al (2019) Current applications of AI can still be highly usable to serve the purpose of Legal English Learning, however, it is highly recommended that studies in the future should conduct 39 experiments on how AI behaves and how it processes Legal English compared to plain English Secondly, further studies should be conducted about what aspect of Legal English could the Department utilise AI into the curriculum and lessons in the future In order to so, studies should be conducted to examine the current problems of the students in the Legal English Department of Ho Chi Minh City University of Law It is highly suggested that the study is conducted in the same manner as one conducted by Nhac (2021) about investigating the current problems that students are facing in the Legal English Department of Hanoi University of Law, so as to strengthen AI means of usage Lastly, the author highly suggested that more studies on AI should be conducted, as the concept of AI is quite new, there is a multitude of aspects regarding AI that researchers should focus more on before developing apps for Legal English purposes, especially about the problems that AI could cause with privacy issues or bias Acknowledgement This thesis cannot be done and completed without the help of Mr Luong Minh Hieu for his guidance and support of the thesis I must also thank the teachers of the 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Less than year more than year to less than years more than years to less than 10 years more than 10 years Where you most likely encounter the term “AI”? 44 In classes that you attend On social medias In normal conversations In documents (research articiles, blog posts, journals…) Others How you evaluate your understandings about AI? I fully understand it I understand it to some extent I have little understanding about it I have no understanding about it Do you use AI products when studying subjects in the Legal English Department? Yes No Do teachers recommend you to use AI products in Legal English subjects? Yes No Was AI useful in your study? Yes No 45 What advantages you experience when using AI? Sources of additional information Save time doing repetitive works Powerpoint presentations Other What challenges you experience when using AI? Difficult to use and access Over-dependence on using AI Time-consuming Not too widely known and used Other Should AI technologies be applied in classes in Legal Classes in the future? Yes No NEVER Quilbot Google assistant Google search engine (www.Google.com) SOMETIMES Often Usually Always 46 Google Translate Notion AI Siri Duolingo Others I use AI to help me with Language Skills Academic Writing Legal Listening Legal Reading Legal Writing Legal Speaking Legal Terminology Introduction to linguistics Semantics Never Rarely Occasionally Usually Always 47 Presentation Skills Legal Consulting and contract review Legal Translation and Interpretation Legal Drafting Legal Reasoning and Legal Methodology Other subjects Strongly disagree I am willing to use AI as a tool to learn Legal English I am willing to use AI as a replacement for teachers and classes disagree neutral agree Strongly agree 48 I am confident with my abilities in using AI effectively for language learning I am confident with my abilities in selecting appropriate AI applications for my Legal English learning I am confident with my abilities in using AI to create an enjoyable Legal English learning experience I am willing to study without the help of AI technologies when studying Legal English