essay for picnic

• Picnic Essay

500 Words Essay On Picnic

Picnics are one of the most exciting things that children and adults love equally. It helps us divert from daily life and adds a touch of variety to our lives. Moreover, a picnic can take us to another world that is different from the one we live in daily. It adds charm to our life and is a nice refreshment in our life. This picnic essay will tell you about the importance and a school picnic.

Importance of Picnic Essay

Picnics are very important as they add pleasantness to our lives. There are different kinds of picnics that people can enjoy. There are family picnics, school picnics, church picnics, union picnics, and more.

Picnics make our existence smooth and take us out of our daily routine. Moreover, picnics tend to bring out the best in us. We are able to enjoy physically as well as mentally in picnics.

This picnic essay tells you how they are a great way of bringing people together. Whether it is your family or your friends, everyone forms a bond at picnics. It is great for emotional bonding.

Moreover, it gives us a chance to speak out our minds and unwind and relax. Further, we also get to enjoy physical activities during picnics. The walks and games are beneficial to our body and improve our stamina too.

Get the huge list of more than 500 Essay Topics and Ideas

A School Picnic Essay

My school organized a picnic on Children’s Day. It has been one of the most memorable days of my life. The school took us to a resort that had swings and greenery. We went there by bus with all our friends.

Upon reaching the location, they gave us hot tomato soup as winters were going on. After that, we roamed around the resort that was filled with greenery. I took a lot of photos with my friends and teachers.

During lunchtime, my school gave us a hot and delicious meal which was very nutritious. It had fried cottage cheese, steamed rice, hot chapattis, potato curry and spicy curd. Everyone loved the meal and finished it in no time.

After that, we played a lot of games. The resort was organizing a race so I participated with my friends in it. We got the second position and won a prize containing tasty snacks and fun stationery.

Finally, the picnic ended with a group photo together with our friends and teachers. On our way back, we sang so many songs together and enjoyed it greatly during the picnic.

Conclusion of Picnic Essay

All in all, picnics are great for reigniting love and forming bonds with one another. They enhance your mental and physical health. Also, they keep the light and love glowing that sometimes get lost in our daily lives.

FAQ of Picnic Essay

Question 1: How do we enjoy picnics?

Answer 1: We can enjoy a picnic by taking our favourite food and sports equipment. Make sure you have bedsheets and pillows for a comfortable picnic. You can also take board games with you to make the picnic more interesting.

Question 2: Why is picnic fun?

Answer 2: Picnics are fun because they inspire a sense of mindfulness. Moreover, they bring out our inner child and allow us to have a relaxing time with nature. Picnics will never get old as everyone needs some time off from their daily lives.

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Essay on Picnic: Samples in 200, 300, 400 Words

• Updated on  
• Oct 9, 2023

Essay on Picnic: We all go through various levels of stress, so as to seek departure from all our daily life issues. We often plan a day out with our friends and family. One of the best ways to relieve our stress is to go on a picnic. Picnics are usually enjoyed by both children and adults. Going out on a picnic acts as a remedy to our stress and helps us come back with a lot of freshness and rejuvenation. 

In this blog, we have provided an essay on picnic in 200, 300 and 400 words. This will help all the students to write on this topic. Read more to get a fair idea as to how you can write on it. 

Essay on Picnic in 200 Words

A picnic, an old custom, provides the ideal diversion from the pressures of modern life. It’s a day of simplicity, joy, and connectedness to loved ones and the natural world.

Families and friends assemble in parks, on the shores of lakes while the sun warmly illuminates the surroundings. They spread out blankets decorated with an abundance of homemade treats. The hungry will find sandwiches, seasonal fruits, and refreshing lemonade. A dinner becomes a memorable feast when it is simply shared outside. This simple act of doing so increases the food’s flavour.

The natural melody of birds and rustling leaves is delightfully complemented by conversation and laughter. While kids discover the outdoor attractions, soccer balls and frisbees may fly. The day is for playing games, unwinding, and admiring the scenery.

Picnics promote quality time spent with loved ones and strengthen ties. They provide a break from screens, emails, and due dates while bringing back memories of simpler pleasures in life. Picnics produce priceless memories, whether they are enjoyed by the tranquil sound of a lake or in the shadow of a large oak tree.

In those moments, the world feels beautifully uncomplicated, and our souls find solace in the embrace of nature. Picnics are more than just meals outdoors; they are a celebration of life, love, and the enduring human need for connection and relaxation.

Essay on Picnic in 300 Words

Picnics are enjoyable outings that enrich and calm our lives. Last summer, when my family and I made the decision to get away from the rush and bustle of city life and spend the day in the middle of nature, I had one such unforgettable picnic.

We settled on a gorgeous location next to a calm lake surrounded by luxuriant green foliage. A pleasant symphony was produced by the rustling of the leaves as the early sun touched the water and placed a golden hue on it.

The day was jam-packed with entertainment. I was playing catch with my younger sister as my parents had a leisurely stroll around the lake. My mother made those sandwiches with such care, and they were just unmatched in flavour.

We decided to continue our exploration of the area after lunch. In the midst of the tranquil beauty of the lake, we rented a rowboat and set out on the water. Fish were darting beneath the surface in the glisteningly bright water. Even my father gave fishing a shot, but we only managed to reel in a few little fish.

We gathered along the lake’s side as the day dragged on to watch the sunset. The horizon was painted with hues of orange, pink, and purple as the sky changed into a canvas of warm colours. We were all in amazement at the sight, which served as a reminder of nature’s utter beauty.

We started a bonfire and told tales around it as darkness began to fall over the scene. The roaring fire and the shooting stars above gave the night a magical touch.

We reluctantly packed our things and said goodbye to our wonderful location. That picnic’s memories will live on in my heart always. It served as a reminder that, despite our hectic schedules, these are the times we actually value. 

Essay on Picnic in 400 Words

A picnic is a lovely outdoor activity that enables individuals to escape from the bustle of daily life, spend quality time with loved ones, and connect with nature. The core of a picnic is found in the straightforward joys it provides, whether the excursion is a last-minute adventure or a carefully planned outing. 

Selecting the ideal venue is the first step in picnic planning. Numerous elements, including closeness, the beauty of the surrounding area, and the activities on offer, may have an impact on this choice. 

The menu is the most important consideration after the location is chosen. Delicious food is synonymous with picnics, and a thoughtfully planned spread may increase everyone’s enjoyment. Popular options include cold sandwiches, fruit, chips, salads, and homemade desserts. To guarantee that everyone’s taste buds are satiated, pack a variety of dishes.

The menu comes second in importance after the choice of site. Delicious food is a picnic staple, and a well-planned spread may increase everyone’s enjoyment. Fresh fruit, chips, salads, cold sandwiches, and handmade sweets are all common options. Everyone’s taste buds will be satiated if a variety of dishes are packed.

Excitation is in the air as the gang gathers on the day of the picnic. Gathered with smiles, baskets, and blankets, friends and family are prepared to enjoy the embrace of nature. Everyone contributes in order to create the ideal setting for relaxation as they work together to set up a cosy picnic area.

The menu comes next in importance once the venue has been selected. A thoughtfully planned spread can improve the entire enjoyment of a picnic, which is linked with good food. Popular options include cold sandwiches, fruits straight from the garden, chips, salads, and homemade desserts. 

The picnickers are filled with satisfaction as the day comes to an end and the sun starts to set. It’s time to tidy up, store the leftovers from the feast, and leave the area as spotless as you found it. This commitment to the environment assures that picnickers in the future can take in the same unspoiled splendour.

In conclusion, a picnic is more than just a lunch outside; it’s a rejuvenating event for both body and spirit. It’s time to unplug from technology and re-establish relationships with friends, family, and the environment. 

Related Articles:

Every year, International Picnic Day is celebrated on 18 June 2023. Going or organising a picnic is a fun way to rejuvenate oneself.

During Picnic Day, one goes to refresh himself/herself. This is the oldest form of entertainment when people used to go outside to parks for fun activities.

International Picnic Day is celebrated to celebrate togetherness, enjoy nature and simply enjoy outdoor dining with family and friends. 

We hope this blog provided you with all the information on picnics and how they are important for one. To discover more essay-writing articles, then keep reading at Leverage Edu ! 

Malvika Chawla

Malvika is a content writer cum news freak who comes with a strong background in Journalism and has worked with renowned news websites such as News 9 and The Financial Express to name a few. When not writing, she can be found bringing life to the canvasses by painting on them.

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• Family Picnic Essay

Read Family Picnic Essay on Vedantu

A picnic is a kind of excursion that is arranged with friends and families in the scenic outdoors. Everyone gets together in a place, ideally a park or resort with a lot of open space, and cook meals and eat lunch together, play games, and spend a whole day making merry and memories. In tropical countries like India, families generally plan exciting picnics during winter holidays because, during that time, the weather remains largely pleasant. These picnics though apparently mere get-togethers have immense significance in our life. They allow us to take a break from our busy routine and spend time with our family which is very important for our mental and emotional well-being. In this essay, I shall talk about a family picnic that was probably one of the best days of my life.

Picnic Day With My Family

Last spring our whole family decided to go to a nearby park for a fun outing and a picnic at the same time. The day before the picnic we could no longer hold our excitement. We spent the entire day planning what we will do and what we will eat. Thinking about all the fun we were going to have made my heart flutter. 

The next day after packing our things we left our home at 8 am. The picnic spot was about 2 hours away from our home. We had packed delicious food prepared by my mother. On our way to the picnic spot, we played “antakshari” in the car. I could not wait to reach the spot.

Fun At The Picnic Spot

Finally at 10.30 am we reached the picnic spot. It was a beautiful land on the banks of a river. There was a large area of a green field with a lot of bushes and trees scattered here and there. The river and sky met at the horizon. There was a continuous flow of cool breeze blowing from the river to the banks. It was a mesmerizing sight to behold.

Me and my siblings, we started playing games with the adults including my mother, father, uncle and aunt. We played gully cricket and hide and seek. Soon the adults became tired so me and my siblings, we started racing across the fields.

Finally, we were too tired to play anymore. This was the time for the most amazing part of the picnic, the food. We had brought tasty home-cooked meals from our homes. We unpacked our food and divided it among ourselves. After so many activities my hunger had increased. The food tasted tastier than usual, maybe it was because of the company of the whole family, or maybe it was because I was very hungry. After completing our lunch all of us went for a boat ride. It was my first time riding a boat. At first, I was scared but then slowly I overcame my fear and started enjoying the ride. Then around 5.00 pm, we left for home.

The memories I gathered at the family picnic are some moments I will cherish all through my life. The picnic not only provided a break from the everyday mundane life but also made me happy and allowed me to spend some quality time with my family. I hope we can plan more picnics in the future. 

Picnics are a great way to spend time with our loved ones. We have the opportunity to spend meaningful time with them. What can children say about picnics with their families that they enjoy? We have provided an essay about Picnic with Family for Class 1 students to aid them.

A close-knit family is the source of strength for each family member. A family's members are unselfish in their care for one another. They make a person's accomplishments and difficulties smaller by being together through good and bad times. Picnics are a great way to stay connected and close to your friends and family.

With Family Picnic

Our family had a fantastic lunch at a neighbouring water park last summer. The adrenaline rush began flowing within us the day we spoke for the first time about going on a picnic. While preparing for the picnic, the family's pleasure was at an all-time high. This outdoor trip piqued everyone's interest. The day has finally arrived. We all got out of the house and were on our way to the picnic in no time. The car was buzzing with conversation. Everyone in the family was looking forward to the family picnic. We were all in a completely different state.

Simple 9 line essays on picnics with family for Class 1 students are provided below. These lines will demonstrate how children might create an engaging essay on the given topic.

Picnics with our families are one of the best methods to spend quality time with them.

We get to converse and play with each other a lot during picnics.

We start our trip to the picnic place early in the morning when we go on a family picnic.

We usually visit the zoo, gardens, or farms, all of which are a short distance from our home.

My mother and grandmother make delectable meals and refreshments for the picnic.

My brother gathers all of the necessary equipment for sports such as football and cricket.

My father buys chocolates, sweets, and other snacks for the entire family from the shop.

My brother and I participate in sports such as badminton, cricket, and football.

We all play antakshari, hide-and-seek, dodgeball, and other games before sharing lunch. With a lot of laughter, chatter, and enjoyment, the day flies by.

Even if the family picnic is over, the memories of it live on. All of the wonderful memories we made together, as well as many lovely photographs, will live on in our hearts forever. We'll be planning our next family picnic soon to celebrate our love, togetherness, and happiness.

FAQs on Family Picnic Essay

1. Can the Family Picnic Essay help students?

Yes, the students can benefit from the Family Picnic Essay available as a free PDF from Vedantu. Children cannot benefit from the super fast pace of some teachers at school and know English properly. If you are one of them, download the PDF from Vedantu and know the proper writing for Family Picnic Essay. Regular practice and learning can make your child learn English properly. Writing can help you with the same. Download the free pdf from Vedantu.

2. Is essay writing difficult?

Essay writing requires A lot of practice in English. People who have bad English communication skills and are not able to speak the language perfectly, can encounter issues with essay writing. Teachers make the students learn by first reading and listening then later opt for speaking and writing. If your  last two skills have not been developed, Vedantu can help you with the same. The Family Picnic Essay is one such example of how easy it is to write about Family outings. 

3. How to develop my writing skills?

Students who are not good at writing English should listen and read novels and storybooks. The habitual reading and listening can help you speak the language fluently and encourage you to write essays in proper English. Before opting to write a comprehensive passage, one should study the compositions present at Vedantu. The Family Picnic Essay is available in a free pdf that can help you know the proper structure and write the essay professionally. 

4. How can Vedantu help me?

Vedantu provides the free PDF downloads from their website. The Family Picnic Essay is one such example of how easy and smooth it is to know and frame proper English. The frame, intention, tone, grammar, clarity, preciseness and other attributes are given by experts at Vedantu to train students for proper English. You can register yourself for the online English sessions and start improving your English. The website also offers different essay writing for various topics and subjects. Regular practice can help you know the language.

5. Why is it important to learn English?

English is considered one of the leading languages around the world. It is globally acknowledged and many multinational companies use English as their way of communication. Students are required to learn English to secure a good future ahead. One should start with listening and reading and then lead to writing and speaking. To get good marks in English, regular practice is very important along with storybook reading. Students should also practice the essay writing or composition passages to get a better grip.

Essay On A Picnic With Family

Table of Contents

Short Essay On A Picnic With Family

A picnic with family is a fun and enjoyable way to spend time together and create lasting memories. It is an opportunity to escape the daily routine, relax, and enjoy the beauty of nature. Whether at a park, beach, or countryside, a picnic with family provides a sense of adventure and excitement.

The planning process is a crucial aspect of a picnic with family. Deciding on the location, menu, and activities to be included can be a fun and interactive experience. The excitement builds as everyone pitches in to prepare the food, drinks, and games to be enjoyed during the picnic.

When the day of the picnic arrives, there is a sense of anticipation and excitement as everyone sets out to enjoy the great outdoors. The natural setting provides a serene and peaceful environment, allowing everyone to escape from the noise and distractions of everyday life. As families gather around the picnic blanket, they can share a delicious meal, play games, and engage in meaningful conversations.

One of the most enjoyable aspects of a picnic with family is the opportunity to participate in various outdoor activities. Whether it’s playing frisbee, soccer, or just taking a leisurely walk, the physical activity provides a great opportunity to bond and have fun together.

In conclusion, a picnic with family is a fun and enjoyable way to spend time together. It provides an opportunity to escape the daily routine, relax, and enjoy the beauty of nature. Whether at a park, beach, or countryside, a picnic with family is an excellent way to create lasting memories, participate in outdoor activities, and spend quality time together.

Long Essay On A Picnic With Family

A picnic is a great way to spend quality time with family and friends. From outdoor games to eating a delicious lunch, it’s an opportunity to create memories that will last for years. In this essay, we will explore what makes picnics so special and how they can bring families together. We’ll also discuss the various activities you can enjoy while on a picnic, as well as what you should bring along in order to make it more enjoyable. Read on and learn how to plan the perfect picnic with your family!

Introduction

It was a bright and sunny day, perfect for a picnic. My family and I packed up our picnic basket with all of our favorite foods and headed to the park. We spread out a blanket under a tree and began to enjoy our picnic. The food was delicious and the company even better. We laughed and talked together, enjoying the beautiful day. It was the perfect way to spend time with my family.

Planning the Picnic

When you plan a picnic with your family, there are a few things you’ll need to take into account to make sure the day is enjoyable for everyone. First, decide on a location that will be comfortable for everyone, taking into consideration things like shade, seating, and restrooms. Next, create a menu that everyone will enjoy and make sure to pack plenty of snacks and drinks. Finally, don’t forget to pack games and activities to keep everyone entertained throughout the day!

Choosing the Location

it is important to consider the location of a school when choosing one. First, it is important to consider if the school is close enough for students to commute easily and safely. Additionally, it is important to research the area surrounding the school, in order to make sure that there are not any potential safety hazards that could affect the students. Additionally, it is important to look into any public transportation options that may be available in the area, as well as any nearby amenities such as grocery stores or parks. Finally, if possible, it can be helpful to visit the school and take a tour so that you can get a better feel for the campus and see how students interact with each other.

Packing Essentials

Assuming you’re packing for a picnic with your immediate family, there are some essential items you’ll need to bring along! Most importantly, don’t forget the food and drinks. Pack sandwiches or other light snacks that won’t spoil in the heat. If you’re packing a cooler, pack it with ice packs and plenty of water or other beverages.

Other essentials include things like sunscreen, insect repellent, hats, sunglasses, and blankets or towels to sit on. If you’re picnicking near a body of water, don’t forget to pack swimsuits and beach towels. And last but not least, don’t forget to pack any games or activities you might want to do while at the picnic site!

Journey to the Picnic Spot

The family decided to go on a picnic to a spot near the river. They packed their baskets with food and set off. The day was beautiful, and the scenery was lovely. They enjoyed their meal and then went for a walk by the river. The children played games and had a great time. It was a perfect day for a picnic.

Enjoying the Picnic

Assuming you have already packed the food and drinks, here are some tips on how to make the most of your picnic:

1. Find the perfect spot: Look for a spot that is flat, has some shade and is close to a water source.

2. Set up your picnic blanket: Spread out your blanket or tablecloth and set out all the food and drinks.

3. Sit back and relax: Enjoy the food and conversation with your family and friends. Don’t forget to take in the scenery!

4. Clean up before you leave:Pack up all your trash and leftovers, and be sure to leave no trace of your picnic behind.

Capturing Memories

When it comes to capturing memories, there are few things more important than taking photos. But, in addition to taking photos, there are other ways to capture memories of a family picnic. One way is to write an essay about the experience. This can be done either before or after the picnic takes place.

If you choose to write the essay beforehand, it can serve as a sort of “plan” for the day. This can be helpful in ensuring that everyone has a good time and that all of the planned activities are carried out. It can also help to set the tone for the day – whether you want it to be fun and lighthearted or more reflective and thought-provoking.

Writing the essay after the picnic can also be valuable. This is because it allows you to process everything that happened during the day and really think about what made it special. It’s also a great way to share your memories with others who weren’t there on the day.

No matter when you choose to write your essay, there are certain elements that should be included. These include:

• A description of the location – This could be a park, beach, forest, etc. Include details such as what made you choose this particular spot and what made it special.

• A description of the weather – Was it sunny? Cloudy? Raining? How did this affect your picnic?

• A description of the food –

Ending of The Picnic

The sun was setting and it was time to pack up and head home. We had a great day, despite the heat, and we were all feeling pretty good. We said our goodbyes to everyone and headed home. On the way home, we talked about what a great day it was and how much fun we had. We all agreed that it was a successful picnic and that we would definitely do it again.

Picnics with family are a great way to spend quality time together, enjoy nature and create lasting memories. From packing the right food to finding the perfect spot to relax, there are many tasks that go into planning an enjoyable picnic for your loved ones. With some careful preparation, you can ensure that everyone has a good time and make sure those special moments stay in your memory forever. So what are you waiting for? Grab your basket and head off on an adventure with your family today!

Manisha Dubey Jha is a skilled educational content writer with 5 years of experience. Specializing in essays and paragraphs, she’s dedicated to crafting engaging and informative content that enriches learning experiences.

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Essay on Picnic for Students

Picnics are a cherished tradition that brings people together to enjoy the great outdoors while sharing delicious food and creating lasting memories. In this essay, we will explore the beauty of picnics, their cultural significance, the benefits they offer, and how they can foster a sense of connection with nature and each other.

The Essence of a Picnic

At its core, a picnic is a simple yet delightful activity where people gather outdoors to share a meal. Picnics can take place in parks, gardens, beaches, and even in the comfort of your backyard. They often involve packing a basket with a variety of delicious foods and beverages, from sandwiches and fruits to cheese and homemade treats.

Cultural Significance

Picnicking has a rich cultural history dating back centuries. It has been celebrated in literature, art, and film, often depicted as a symbol of leisure, relaxation, and community. For example, the famous French painter Édouard Manet’s painting “Le Déjeuner sur l’herbe” portrays a group of people enjoying a picnic in a natural setting, highlighting its cultural significance.

The Benefits of Picnicking

Picnics offer a range of benefits, both for individuals and for families and friends who gather for these outdoor feasts. One of the primary advantages is the opportunity to connect with nature. Spending time in natural surroundings, such as parks or forests, can reduce stress and increase overall well-being.

According to a study published in the journal “Environmental Science & Technology,” spending time in nature can lower cortisol levels (a stress hormone) and improve mood. Picnics provide a wonderful excuse to escape the hustle and bustle of everyday life and immerse ourselves in the beauty of the outdoors.

Social Connection

Picnics foster social connection and bonding among friends and family. Sharing a meal outdoors encourages conversations, laughter, and the creation of lasting memories. Picnics are a great way for people to strengthen their relationships and build deeper connections with one another.

In a world where technology often keeps us glued to screens, picnics offer a refreshing opportunity for face-to-face interaction and genuine connection. Whether it’s a romantic picnic for two or a lively gathering with a group of friends, picnics create spaces for meaningful conversations and shared laughter.

Creativity and Relaxation

Picnicking encourages creativity and relaxation. Planning and preparing a picnic involve choosing the perfect location, selecting delicious foods, and arranging a comfortable and inviting space. It’s an opportunity to showcase culinary skills or try out new recipes.

Additionally, picnics provide a break from the daily routine, allowing individuals to relax, unwind, and appreciate the beauty of their surroundings. Lounging on a blanket, feeling the warmth of the sun, and enjoying the gentle breeze can be incredibly refreshing and rejuvenating.

Connecting with Food

Picnics create a unique relationship between people and the food they consume. Packing a picnic basket with carefully chosen items and savoring them in a natural setting enhances the sensory experience of eating. It encourages mindfulness and appreciation for the flavors and textures of the food.

Picnics also promote healthy eating habits. Unlike fast food or processed snacks, picnic meals often include fresh fruits, vegetables, and homemade dishes, contributing to a balanced diet and overall well-being.

Conclusion of Essay on Picnic

In conclusion, picnics are a beautiful and enriching tradition that brings people together in harmony with nature. They offer a wealth of benefits, including stress reduction, social connection, creativity, relaxation, and a deeper appreciation of food. Whether enjoyed with family, friends, or loved ones, picnics create moments of joy and togetherness that become cherished memories.

In a world that sometimes seems hectic and disconnected, picnics remind us of the simple pleasures of life and the importance of nurturing our bonds with both nature and each other. So, grab a blanket, pack a basket, and embark on a picnic adventure to experience the joy and wonder of this timeless tradition.

Also Check: List of 500+ Topics for Writing Essay

Essay on Picnic

Updated February 13, 2023

Overview of Picnic

Picnics are a timeless tradition that people of all ages have enjoyed for generations. They offer a unique opportunity to disconnect from the daily grind and reconnect with nature, friends, and family. In this picnic essay, we will go over how a well-planned picnic can be a fun and memorable event that people will remember for a long time. Choosing the perfect location is one of the most important aspects of a picnic.

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Planning For a Picnic

When planning your picnic, it’s essential to think about the time of day and the planning and preparation. A morning picnic can be a great way to start the day, and you’ll benefit from cooler temperatures. But if you prefer a more relaxed evening, plan for a sunset picnic and enjoy the warm glow of the setting sun.

The site can add a lot to the whole experience by making a beautiful backdrop for the event. Parks, gardens, and beaches are all popular options for picnics. They offer a variety of activities, such as playgrounds for kids, hiking trails, and water activities for all ages. However, if you’re looking for a more secluded spot, consider finding a hidden gem off the beaten path, like a peaceful meadow or a secluded forest clearing. Another critical element of a picnic is the food.

Food & Enjoyment

A well-rounded and delicious meal can be the highlight of the event. Pack various sandwiches, fruits, and snacks that appeal to everyone’s taste buds. For a more upscale experience, consider preparing a gourmet meal and bring the necessary utensils, plates, and glasses. Getting a cooler with ice is also a good idea to keep your food and drinks cold. Picnics are also an excellent opportunity to spend time outdoors and enjoy nature. Pack a frisbee, a ball, or other outdoor games to keep everyone entertained. Take a stroll along the beach or hike through the forest.

The fresh air and sunshine are great for our physical and mental well-being and can help boost our moods. When planning a picnic, it’s essential to keep the comfort of your guests in mind. Bring a few blankets or chairs to ensure everyone has a comfortable seat. Pack sunscreen, insect repellent, and hats to protect yourself from the sun. If the weather forecast is uncertain, bring an umbrella or rain ponchos.

Conclusion – Essay on Picnic

In conclusion, picnics are an excellent way to spend quality time with loved ones while enjoying the beauty of nature. They offer a unique opportunity to disconnect from the daily grind and reconnect with friends, family, and nature. With some planning and preparation, you can make an experience that people will remember for a long time. So, let’s pack a basket, gather our friends and family, and head out for a picnic to make some unforgettable memories!

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Essay On Picnic (School and Family) For Children – 10 Lines, Short And Long Essay

Key Points To Note: Essay On A Picnic For Lower Primary Classes

Importance and purpose of a picnic for children, what precautions should kids take while going on a picnic, how can kids enjoy a picnic with their family, 10-line essay on ‘school picnic’, 10-line essay on ‘picnic with family’ in english, short essay on ‘school picnic’ for kids, short essay on ‘picnic with family’ for kids, long essay on ‘picnic’ for kids, what will your child learn from this essay.

An essay on the topic ‘picnic’ for classes 1, 2 and 3 is a great way to teach them the basics of essay writing. To write an essay on picnic in English, children need to understand the main message that needs to be highlighted. Picnics are a great and fun way to engage with friends and family. Children must know that when writing an essay on a picnic, they need to highlight how it helps them stay connected with their loved ones. Read below to learn about educating children on some key points to remember when writing an essay on picnic and some sample essays that would be a good guide.

When teaching kids how to write a paragraph on a picnic, there are points that they need to remember. The lower primary classes have to focus on how the key message is conveyed. Below are a few key points to remember:

• An introduction to the topic – picnic.
• The essay’s main body should speak about the details.
• The essay should also speak about how a picnic makes a difference.
• A conclusion that emphasises that the purpose was achieved.
• Adequate examples must be provided.

Picnics are a great way to engage with family and friends. Spending quality time with people close to us is a great idea. It is an ideal solution to bond when one does not have the time to go for a long trip or a holiday. Easier to plan and affordable, picnics can be a great way to kill boredom and monotony.

When going on a picnic, it is vital to take necessary precautions. It is mandatory to be aware of the venue and its hazards. Thorough research about the place needs to be done and surveyed before planning. One should also check on the amenities and safety procedures there.

There are many ways for kids to enjoy a picnic with their family. There are many ways to have fun, from outdoor games like lemon and spoon race, football, etc., to indoor games like Bingo, Scrabble, and Monopoly. Singing sessions and impromptu dance duos could also be a good idea.

Kids in classes 1 and 2 often go on a picnic from school, which is a good topic to get them to write creatively. Below is a template for an essay for classes 1 and 2 on school picnic:

• My class went for a picnic to a flower garden last week.
• The students of standard 1 went for a picnic with the class teachers.
• We sang songs during the journey.
• We ate snacks on the bus.
• We reached the flower garden, and our teachers took us inside.
• We toured the garden and saw some beautiful flowers.
• When it was lunchtime, we laid our mats on the ground and had our lunch.
• Our teachers made us play games like hide and seek and relay races.
• We started the journey back to school in the evening.
• I enjoyed my day with my friends and teachers in the flower garden.

Family picnics are a great time for bonding and spending quality time with our close ones. Here’s a template to help kids write the essay for classes 1 and 2.

• My family and I went on a picnic to a museum yesterday.
• My father, mother, brother and I went together, as we wanted to visit a museum.
• My mother had made a picnic basket with food, snacks and drinks for us to eat at a scenic spot.
• My brother and I took our football to play together, as the museum also had a garden. 
• Once we reached the museum, we walked around the area.
• After touring the museum, we went to the garden and lay down our mats.
• We then ate the delicious food that my mother had packed.
• Once we finished lunch, my brother and I played football for some time.
• My mother, father, brother, and I played a few board games.
• We came back in the evening. We enjoyed our day and decided to go on more such picnics.

Children in the lower primary classes will be expected to write a short paragraph on a picnic for the essay section. An example of a short essay on picnics below could be used as a guide:

Our school organised a picnic for us on Children’s Day. We went to a water park that was full of rides and greenery. We travelled with our friends and teachers. On reaching the water park, we were served hot tomato soup as it was the winter season. We then changed into our swimming dresses to go on the rides. Our teachers joined us too. We spent our time on the rides until lunchtime. We were served hot pizzas, french fries, and juice for lunch. Before we left, we were given a small token from the resort, and we took a group photo together. The picnic was a lot of fun, and we enjoyed spending time with our friends and teachers.

Writing a family essay could be an easy task for kids. But an essay on a picnic with family could be a little difficult. The example below could be a start for writing an essay about a picnic with family:

My family decided to go on a picnic over the long weekend. The farmhouse near the city’s outskirts was chosen as the venue. My mother, father, sister, and I drove to the farmhouse early in the morning with my uncle, aunt and their son. We reached there at 10 in the morning. The farmhouse had a pool, garden and an entertainment room. We spent some time swimming in the pool and then played a few games of cricket in the garden. We then took a short break for some refreshments. We went back to playing football in the garden and played until lunch. For lunch, we ordered a meal from the restaurant next door. We enjoyed the delicious lunch and then went to the entertainment room to relax. We watched a movie and then went to the nearby café for snacks in the evening. After a cup of coffee, we took photos together as a family for memories. We then started back home and reached by evening. It was a memorable day for all of us.

Children in class 3 can articulate better and have more knowledge. However, an essay template could really help them. Below is a picnic essay for class 3 that could help them spark their creativity:

I once went on a picnic at a resort with my school. We took a bus to the resort and, on the way, sang songs along with the teachers. After we reached the resort, we played in the garden and spent time on the rides. We spent time on the rides until lunchtime, and then our teachers took us to the dining hall for lunch. The lunch was delicious, with large portions of dishes. After we finished our lunch, our teachers gathered us in the garden, and we played some games like hopscotch, egg and spoon race, and more. We enjoyed spending time with our friends and teachers until the evening when it was time to leave. We clicked a few group photos and took the bus back home. It was such a wonderful day spent with my friends.

Another picnic that I love is the one with my family. It was a long weekend, and since we did not want to go on a long holiday, we decided to take a day trip to the beach. My father, mother, brother, and I set off early to the beach as the weather was hot and sunny. My mother packed some snacks and drinks to eat on the way. My father decided to drive, and we listened to music as we travelled to the beach. When we reached the beach, we immediately headed to the water and spent time swimming! After a few hours, we tucked into the refreshments that my mother had packed. We then drove back home, and I thoroughly enjoyed my day with my family.

By writing on this topic, a child learns to articulate their thoughts about spending quality time with people. Writing on this topic can be developed by getting children to organise their thoughts.

Essay writing is a vital skill for children to learn right from the primary classes. Reading and writing will help children develop these skills. The above templates will help children know how to structure their essays on a topic like a picnic.

Summer Vacation Essay for Class 1, 2 and 3 Kids Essay On A Visit to a Zoo for Classes 1, 2 and 3 Essay On Save The Environment for Lower Primary Class Children

• Essays for Class 1
• Essays for Class 2
• Essays for Class 3

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Essay on School Picnic

A picnic is an event where people go outside with their friends and family to enjoy the day and the place. Schools also organize picnics to take children away to recover from their routine learning. School picnics are a wonderful experience for children and students . A school picnic is a break from work for both students and teachers. In addition to improving children's mental health, it is also beneficial for their physical health.

100 Words Essay on School Picnic

200 words essay on school picnic, 500 words on school picnic.

On the day of the school picnic, we all arrived at school on time. After attending the school prayer, I walked near the school bus. Then, under the guidance of two teachers, we went to an amusement park. Students were not restricted to wearing school uniforms. For most of us, it was our first time visiting an amusement park, so it was a great experience. After a few hours of fun, the teachers invited us to lunch. After enjoying lunch with everyone, we went to the pool. All the students and teachers danced together at the end of the picnic.

Amusement parks are always my favorite day picnic destinations. Happily, this year's school picnic was set in the World of Essel. That picnic meant a lot because it was his 10th criterion for us and probably our last year at school together. Next year me and my friends will be on another stream. We were taken by bus to the dock, where we had to board the boat to the theme park. We could hear the yells of those who were having a good time on the ride and sense the excitement coming from the boat. Therefore, we entered the park quickly in order to make the most of it.

We did not go on every ride, but I still remember the butterflies in my stomach when we went on a ride called Thunder, when we were swung from one side to the other. It was thrilling and terrifying when Shot-N-Drop sent us flying, goose bumps when Top-Spin spun us around, stupid laughter when our cars swerved into each other, the joy of finally escaping Alibaba's mirror maze, and the tingling moment when Aqua-Dive splash splashed cold water over us.

Those tingling memories are the ones that we’ll cherish forever—how we exploded into laughter after playing pranks on classmates, the momentary anger of the one who got pranked, and the tired faces at the end of the day, all of which were filled with joy and laughter. The memories of that day will always keep a cozy corner in my heart.

Rules of School Picnic

School Picnics provide students with a great experience and an excellent opportunity to face a variety of challenges that can contribute significantly to their personal growth. Therefore, students must participate in the picnic as it provides a comprehensive education.

• Students will have a full-day picnic with their teacher in a scenic setting.

• Picnics are held once a school year.

• Picnic is heavily subsidized and included in tuition.

• Students are required to bring healthy snacks and drinking water.

• Principals have the discretion to cancel picnics at the last minute for safety and other reasons.

School Picnics and Excursions

The dates for Excursions and Camps are determined by the administration at the beginning of each school year. All excursions and camps are an integral part of our teaching and learning programme. These activities are designed to provide students with stimulating, hands-on, and relevant experiences to enhance their learning and important social experiences.

• The school considers these excursions and camps to be of great value and value to the overall development of the students. Students ages 10 and older are required to participate in these activities, but participation in field trips is purely voluntary.

• These trips are subsidized and a small fee is charged for transportation, lodging, meals and general expenses.

• Excursions and camps include accommodation. Parents are therefore encouraged to complete the consent form issued by the school and provide the contact number of the teacher concerned.

My School Picnic

Yesterday, my school organized a picnic at the local zoo and it was an unforgettable experience for all of us. The weather was perfect, with clear skies and a gentle breeze blowing. As soon as we arrived at the zoo, we were greeted by a friendly zookeeper who gave us a tour and showed us some of the most interesting animals.

We started our tour with the primates and were amazed by the intelligence and playful nature of the monkeys and apes. Next, we visited the big cats and got to see lions, tigers, and leopards in their natural habitats. The majestic animals were a sight to behold and everyone was in awe of their beauty and grace.

After that, we went to the bird exhibit and were entertained by the colorful and vibrant birds. The zookeeper also gave us a bird-feeding demonstration, which was a unique and memorable experience.

We then moved on to the aquarium and got to see a variety of exotic fish and sea creatures. The highlight of this section was getting to see the penguins and their playful antics.

Overall, the school picnic to the zoo was a great success. Not only did we get to learn about different animals and their habitats, but we also had a lot of fun and made memories that will last a lifetime. I would highly recommend a visit to the zoo for anyone looking for an educational and entertaining day out.

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Essay on My School Picnic | My School Picnic Essay for Students and Children in English

February 13, 2024 by Prasanna

Essay on My School Picnic: It’s no surprise that Schools are a second home to the children and an important part when they grow up in their lives. Schools became a place where a child learns how to dream, and how to follow the steps that lead to his destination in Life.

But Among the vigorous hard-working days, Even the students yearn for a break where they can laugh limitlessly and find ways to succeed seamlessly. Here we have presented short and Long Essays on ‘My School Picnic’ with pointers at the End to help them frame the Idea of the Essays.

You can read more  Essay Writing  about articles, events, people, sports, technology many more.

Long and Short Essays on My School Picnic for Students and Kids in English

We are providing an extended essay on My School Picnic of 400-500 words and a short essay of 100 to 200 words on the topic My School Picnic.

Long Essay on My School Picnic in English 500 words

My School Picnic essay will be helpful for students in classes 7, 8, 9, and 10 for their assignments or as an examination essay reference

I Enjoy Picnics. A Picnic is something that puts me in just the right mood after Days of drawling away on math sums and learning Geographical Locations in the world which I may not even visit in this Lifetime. After the Board Exams, The Picnic itinerary was sent to all of us in our emails, and It was a huge relief seeing the subject of the email as ‘Picnic’ instead of ‘Homework’ or ‘Practice Sheets.’

The School Picnic is a short but lovely experience that engages the teachers and students into a world of fun that can never happen in classrooms. In short, it is an occasion that we all look forward to. This year we planned to visit the Eldorado park in Mumbai. Most of the students had not visited this place and it was a mystery that held a lot of surprises between us. The Eldorado park sits in a Flood Zone, but we did not know that it would flood our day with such immense joy! As we were all dressed in our best outfits, we were all in our best moods, and the breezy weather added to our happiness.

Entering the park, we looked around and chose the rides that we wanted to hop on. The Rides ranged from safe to merely thrilling and I was someone who wanted thrill at all times. We sat on the rollercoaster ride which was an extremely enthusiastic ride as we roamed up and down the rail relentlessly. The ‘Flip-line’ was also a joy but a bit scary for some people who were afraid of heights. We were strapped on with safety belts from our torsos and sent off hanging on the line from one point to the other.

We had a mesmerizing view of the mountain tops that resided near the amusement park. Some people even had stripped off their clothes and after putting on some light clothes, jumped into the pool. Yes, the pool time was one of my favorites which did not last for long. We jumped around and got out during the evening time.

The school workers took out their pots and pans along with the food. After thirty minutes, a delicious smell filled the air. After all, Picnics were all about good company and superb food, and we had both! As we all devoured the delicious Chinese food and Maggi watching the sunset, we realized that there would be no moment beautiful than this. After dinner, we all danced to music with all our hearts, though none of us was even near to being a good dancer.

Soon, The Time passed so soon that we didn’t even realize that the day was over. But at that moment, glancing through the windows of my bus and with earphones hanging from my ears, the music had a different meaning of happiness that not only soothed the mind but reached the heart and caressed it. Undoubtedly, this was going to be cherished as the best days of my normal human life.

Short Essay on My School Picnic in English 150 words

My School Picnic essay is useful for students in classes 1, 2, 3, 4, 5, and 6.

‘Picnic’. Hearing this word every student starts to flutter and laughter fills the air. One such day arrived in my life when all of us were to be taken to a Monumental Temple in Ahmedabad, as soon as our exams ended.

The Best thing about that picnic was that we did not have to dress up in our boring uniforms, but colored clothes that made us look cute to the core. School picnics are fun because of all the hard-working days this is the day when you can enjoy yourself with your teachers without any worries. The Monumental Temple was a temple of Lord Krishna that showed his life story with a series of statues and scriptures underneath them. It was a very beautiful trip with all types of knowledge.

The Day ended with a delicious dinner of Chinese food and drinks that had filled us with happiness at its best. This was the most memorable day of my school Life! So, these were the samples of the essay. You can access more Essay Writing on this given topic and many others.

10 Lines on Essay on My School Picnic in English

• A School Picnic is a memorable event in a student’s life as they are freed from mountains of work during this occasion.
• The School Picnic consists of good company, best weather, and lovely food, all in the span of one occasion.
• The School picnic starts at 10.00 am and continues the day with beautiful places to go and enjoy.
• The students are asked to bring food of their choices like cake, fruit or food that they like the most.
• Teachers play lots of games with the students and the students are very happy that they don’t have to follow any kind of discipline at all.
• The picnic spots are generally open and wide locations that allow everyone to move around freely and without any restrictions.
• The picnic consists of different groups that stay together without any kind of opposition from the teacher and enjoy the freedom.
• The freedom from school uniforms is also a huge plus to the situation.
• The Day of the picnic ends with delicious food and pleasure which is a relief in a busy student’s life.

FAQ’s on Essay on My School Picnic

Question 1. What does a School Picnic mean to a child?

Answer: A School Picnic is the best day of a student’s life as they can enjoy to their fullest without any hindrance from the teachers. A School picnic is a day when the teachers and students enjoy simultaneously.

Question 2. What does a School Picnic generally consist of?

Answer: A School Picnic cannot be fixated in an answer, there are different types of school picnics. They can be of a single day or they can be of many days altogether. But the general idea behind a school picnic is to have fun with food and good company within the plan that is decided.

Question 3. What are the most important things in a School Picnic?

Answer: The place that is selected for the picnic, the groups or company that is selected and the atmosphere also matters the most in a picnic.

Question 4. What are the memoirs that are received from a picnic?

Answer: The best memoirs that are received from a picnic is the unlimited amount of joy and the beautiful memories that are formed due to the different experiences during the picnic.

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A Picnic Essay | Essay on A Picnic for Students and Children in English

A Picnic Essay: Last Sunday we went out for a picnic. It was a fine day and we decided to go out to the beach. My mother made some snacks and we bought bananas, apples and oranges on the way.

Students can find more English  Essay Writing  Topics, Ideas, Easy Tips to Write Essay Writing and many more.

Short Essay on A Picnic 200 Words for Kids and Students in English

Below we have given a short essay on A Picnic is for Classes 1, 2, 3, 4, 5 and 6. This short essay on the topic is suitable for students of class 6 and below.

It took us one hour to reach Chowpatty Beach. I was very excited as I love to make sandhouse on beach. A cool morning breeze was blowing on the beach and the sea looked cool and inviting.

We took a nice, long walk and then went for horse riding. I wanted to go into the water but my father did not allow me.

He said it was too risky. My brother had brought his camera along and we clicked many snaps. I made a beautiful sandhouse.

After sometime, we felt tired and hungry. While my father and I went and brought tea from the shop, my mother served us sandwiches.

After we had rested in the afternoon, my sister sang some songs for us. She has a very sweet voice. Suddenly, the sky! became overcast. As it was about to rain, we quickly gathered our things and rushed to hire a taxi.

We reached home tired but happy. It was a day well spent.

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Essay on a Picnic with Family for Children and Students

In This Blog We Will Discuss

Essay on a Picnic with Family in 500 Words

Introduction: Picnic is always fun and picnic with family is awesome. In last summer vacation, I experienced an amazing picnic with my family . That was a memorable life event for me. I will have the memory alive in my heart forever. Let me share my experience and the things that I did there. 

My father was planning for a long time to visit the nearest jungle and do a camp there for the entire day. There is a beautiful waterfall and a hilly river to see. We agreed with him and wanted to visit that amazing place. But due to my mother’s job, we have waited until the summer vacation. Finally, we have done that amazing picnic last week. And that was amazing. Let me share my experience with you.  

Picnic with Family: The picnic spot was almost 2 hours driving away from our home. One of my cousins joined us. She came from another city to spend her summer vacation with our family. We were extremely happy to have her in our team. We were six people in total, my parents , my grandmother, my younger brother, and the cousin who arrived a few days ago. We fixed a date and we were lucky that it was a sunny day.

In the very early morning, my mother waked me up and told to get ready. I brushed my teeth and got ready within 15 minutes. And then we took our breakfast together. We left our house at 9 o’clock in the morning. My father was driving the car and my mother was sitting beside him. We all were in the back seat. After awhile the side view was changing. We started to see nature. After two hours of driving, we reached a perfect place where we can spend the day. The place was very near the waterfall, but a bit away from the river.

First of all, we all went to the waterfall together and played with water. My cousin took me to the peak of a small hillock. That was a great experience of trekking for me because I never had such experience in my life. I thanked my cousin’s sister a lot for that. It was noon and we all were tired. We came to the car and my mom served our lunch. We ate lots of contentment. The food was delicious. My grandmother enjoyed it a lot too. After lunch she walked a bit around with us. We took her near the waterfall. She was so impressed.

And then my father drove us to the river. We saw the beauty of a hilly river in the afternoon. That was looking dreamy and amazing. And then we went back to our home in the evening.  

What I Enjoyed Most: I mostly enjoyed the waterfall, the river, and the trekking experience. I enjoyed a lot in the car while we were going there. We had lots of energy and literally we were shouting. My parents didn’t stop us, because they know we don’t get enough time to enjoy ourselves. Overall that was an amazing experience for me. I will never forget this picnic experience ever in my life.  

Conclusion: Everyone should go for a family picnic. That teaches us lots of things and helps us to get a better understanding with family members. We can see lots of new things that enrich our knowledge and make us visionary.

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My School Picnic Essay

School picnics are full of with great fun. Just like our school friends and experiences we have during our school life the memories of school picnics are also one to be cherished for a lifetime. I have been lucky to have gone on numerous school picnics and made several memories.

The amount of fun we have on school picnics is simply unmatched. We cannot have as much fun on any other outing. Here are essays on My School Picnic of varying lengths to help you with the topic in your exam. You can select any My School Picnic essay as per you need:

Long and Short Essay on My School Picnic in English

We have provided below Long and Short Essay on My School Picnic in English. The My School Picnic Essay have been written in simple and easy to understand English language to make the reading pleasurable.

After reading the essays you will know the meaning of school picnic, the activities involved in a school picnic, advantages of school picnic and how to ensure safety of self and others on a school picnic etc.

These essays will also be proved helpful whenever you are asked to write an essay or give a speech on “School Picnic”.

Essay on My School Picnic – Essay 1 (200 words)

It was the first day in school after first term examination when school picnic for this year was announced in the class. Everyone has been excited since then. This year’s picnic was destined to be at Vananchal resort which is located in the forest of Jambughoda. Luckily for me and my group permission of our parents has never been a problem, so we were set to go since the day of announcement.

It was a cold winter morning, the school bus departed at sharp seven in the morning. Almost two hour long route to the resort felt like a matter of few minutes as we played fun games with fellow classmates. We reported to the resort at around 9, we were all provided welcome drinks. Then we left for nature walk where we saw varied types of trees and birds. After the nature walk it was time for the most exciting part of the picnic.

Yes! It was pool time which unfortunately couldn’t last whole day. That’s the thing about pool, no matter how long you get to be in it, it’s never enough. Then we had lunch, followed by some fun activities such as rappelling and zip-line which too was fun. The time passed so soon that we couldn’t even realize the day was over. This was indeed a day I’ll cherish for a long time.

Essay on School Picnic to Water Park – Essay 2 (300 words)

Introduction

“Picnic”, a day every student in the school is eagerly awaits the whole year. This year’s school picnic was to be held at Splash Water Park which was at three hour’s drive from our school. Everyone from my class was showing up for the picnic expect for one of my friend Kashyap who unfortunately was out of station on the day of picnic to attend some family function.

School Picnic to Water Park

On the day of the picnic unlike every other day we reported to the school earlier than our regular timings, due to excitement, obviously! Our class was divided into four groups of ten students each. Each group had one leader to watch upon the respective team members. I was the captain of our group.

We reached the destination at 10am and were given half an hour to collect our swim suits take a shower and get ready for the real fun. Water Park was full of amazing water rides namely Demon’s hole, lazy river, Amazonia, free fall, loop hole, etc. Demon’s hole and Amazonia were my favourite. Demon’s hole was a dark cylindrical water slide with utterly thrilling twists and turns and Amazonia was a super large water slide which took us through an artificially created jungle, which gave a feel of passing through the streams in Amazon rain forests.

In lunch, we were served lip-smacking Punjabi food with gulab jamuns in dessert. Then, there was a wave pool, besides which there was a beautiful artificial waterfall. We checked out from the park at 5pm in the evening and returned to our school at around eight.

I remember almost nothing from the return journey as we were all tired till the end of the day. Our legs were paining as they had exercised hard while climbing those steps for the slides, and thus out of exhaustion almost everyone was asleep in the bus while returning. It was a day well spent.

Essay on School Picnic to Amusement Park – Essay 3 (400 words)

Amusement park have always been my favourite destination for a day out. To my delight this year’s school picnic was destined to Essel world. This picnic meant a lot as it was our tenth standard and maybe was the last year together in school. Next year I and my friends will be in different streams. We had every hope to make this one memorable so that we bid goodbye having loads of happy memories.

School Picnic to Amusement Park

Sleepless night has always been a pre-picnic symptom for me. I could never sleep until late at night before picnic out of thoughts of how amazing the following day would be. The way from school to the amusement park was quite a long one during which we played dumb charades and truth and dare to kill time.

We were dropped at a place via bus from which we had to check in a boat to further reach the amusement park. From the boat we could see a ride called Shot-N-Drop. We could hear the shouts of people enjoying the ride and could feel the thrill from the boat itself. It was our day today, maybe the last one with our people, and we had to make the most out of it. So, without even wasting a minute we rushed into the park to gain the most out of it.

Today, I don’t remember every ride we had been on, but I still remember the butterflies in my stomach when a ride named thunder swung us all from one side to the other, those moments of thrill and fear when Shot-N-Drop had us on free fall, those goose bumps when Top-Spin whirled us round, those stupid laughs when our dashing cars dashed into others, that joy of finally making out of Alibaba’s mirror maze and that tingling moment when Aqua-dive splash splashed upon us the droplets of cold water.

The happiness that we gained in the most simple things in life, bursting into laughter after playing pranks on our fellow classmates and that momentary anger of the one who had been pranked, those tired yet smiling faces at the end of the day and many more tingling moments are the memories to cherish forever.

Memories of this day will always hold a cosy corner in my and all our hearts. Somewhere I still wish if I could go back to this day again and feel that same thing with those same people all over again.

Essay on School Picnic to Zoo – Essay 4 (500 words)

I was in standard 3 rd when my school had arranged a picnic to Kamla Nehru zoo situated besides Kankaria Lake, Ahmedabad. Being a kid, I was extremely excited for the picnic. A day before picnic I went to the nearby shop with my father to buy some snacks for the picnic. I bought a packet of chips, cookies, soya sticks and few packets of chewing gum.

My School Picnic to Zoo

This was probably the only day in the whole year when I would pack my things up the previous night, obviously because I didn’t want to get late on the picnic day. After making my things ready I made a conference call with my friends. We discussed about how excited we all were for our picnic. We fixed the time we were going to catch up the next day.

I was up before the alarm despite not being able to sleep until late at night. I got to school at around 7am in the morning, half an hour prior to the reporting time. We had to be in pair on this day, which was decided on the basis of roll numbers, luckily for me I partnered up with Manan whose number was right next to me. Singing, dancing, playing we travelled the road till the destination. We were served ice-cream as soon as we got there. We were all excited to step in the zoo.

First of all we had to enter the bird section where we saw a number of varied and beautiful birds. Toucan, a black and yellow coloured bird with a large beak, kingfisher a little bird with most vivid colours, Hornbill a beautiful bird with a horn like thing on its head and albatross a fine white and black coloured with aquatic habitat were some of the birds we saw. We also saw deer, hippopotamus, fox, wolf, alligator, crocodile, wild ass, yellow python snake, bear and many more. But our favourite ones were still left, where we had to visit after the lunch.

Finally, after the lunch it was the time for which we were all so excited about – to see the fastest animal cheetah, the national animal tiger and of course the king of the jungle, lion. We also saw jaguar and leopard. We were done with the zoo at around 3 in the afternoon, and we had time until 5 pm so the teachers decided to take us all to have a look around at Kankaria Lake. It was a beautiful place.

We sat on a mini toy train there which took us on a ride around the lake. After everyone completed the ride, it was almost 5 which was the time to leave for home. Teachers started counting the number of students, which brought them to the conclusion that one kid from our class has been missing. The teachers panicked however they were finally able to find Hussain, the lost one after 10 minutes of search operation.

Today, it might be a mere picnic to a zoo, but when I remember back I realized how these little things used to make me happy.

Essay on School Picnic to Kidzania – Essay 5 (600 words)

School trips are the most awaited ones. They not only give us a long break from our monotonous lives but also bring lots of memories. Last year, I went to Kidzania for the school trip and here are my experiences from that trip.

My School Picnic to Kidzania

Our day at Kidzania began at 9 in the morning. I was stunned looking at this wonderful place which was actually a city which we have all dreamt about. It was clean, had well organized buildings, well developed roads, factories, police station, grocery shops, trees and everything that is present in a well developed city. The day began with Kidzania theme song where all the staff members dance and welcome the kids and their parents.

Just as every country has its own currency; Kidzania also has its own currency named Kidzos. After entering every child is given a cheque of 50 Kidzos which he/ she can withdraw whenever needed to enjoy the activities in the Kidzania world.

There were different buildings build for different purposes. There were offices, factories and many other places where we can work and get salary in Kidzos. The kids are divided in different groups for different jobs as per their age. First of all, I and my friends went to the dentist and learnt some skills for removing the tooth having cavities. Not only this, we also did check up of other kids with different instruments. At the end of that, the head dentist made us understand about how crucial it is to do proper brushing. After that, we went to the bakery and made our very own delicious donuts.

We also did the wall painting on a very huge wall besides the road. Then, we got to know that there is a fashion show and we can walk on the ramp wearing those beautiful clothes. I and my friends couldn’t control our excitement and we immediately went for that. We walked through the ramp and it was an amazing experience. To our excitement, we saw an ice cream parlour next to that building. Going inside we realized that we can make our own ice cream, of whichever flavour we like. Similarly, there was a Kinder Joy factory where we made Kinder Joy and a Kellogs factory where we made Chocos.

Not just work, there were buildings in which there were classes to learn dance, play guitar, drums and flute, and also sing. So, we tried out almost everything we could. I learnt few notes on guitar and that was my first time on any musical instrument. After learning all this new stuff, we thought to try our hands on gadgets also. So, we went to the gadget store nearby where we were given information about the technology used in mobile phones and laptops. It was real fun.

To end our tour, there was a series of folk dances and music where all the kids had prepared something of their own for the entertainment of the audiences. I was also a part of a group with whom I performed Bhangra. This made us interact with other kids more and that is where I made my new friends who were basically from Amritsar, my birth place. All of the shows, including the singing event, helped us know how amazingly talented other kids were. After all of this there was a thank you speech by the staff members with whom we were also connected now.

All of this experience of being part of this amazing world was beyond words. It was the world where we not just used the amenities but also helped in creating them. The joy of making something on your own was just beyond words. Every kid should once visit Kidzania in their childhood and make long lasting memories there.

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Essay on A Picnic at the Beach

Students are often asked to write an essay on A Picnic at the Beach in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on A Picnic at the Beach

Planning the picnic.

Our teacher announced a picnic to the beach. We all were thrilled. We planned games and food for the day.

The Journey

Fun at the beach.

Reaching the beach, we played volleyball and built sandcastles. The waves lapped at our feet, making us giggle.

As the sun set, we packed our things. Tired but happy, we returned home, carrying wonderful memories of our beach picnic.

250 Words Essay on A Picnic at the Beach

Introduction, the preparation.

The anticipation of a beach picnic begins with the preparation. This includes selecting a picturesque beach, packing a basket with an assortment of sandwiches, fruits, and beverages, and not forgetting essentials like sunscreen, towels, and beach games. The preparation phase is a communal effort, fostering camaraderie and building excitement.

The journey to the beach is an adventure in itself. Whether it’s a short drive or a long road trip, the anticipation of the forthcoming beach day heightens the mood. The sight of the azure ocean, the feel of the coarse sand beneath your feet, and the sound of crashing waves all contribute to the thrill of the journey.

The Experience

Upon arrival, the beach transforms into a playground. Some might choose to bask in the sun, while others might engage in a game of beach volleyball or take a dip in the water. The beach picnic is a sensory experience, with the taste of salt on your lips, the smell of the ocean, and the sight of the sun setting on the horizon.

A picnic at the beach is more than just a day out; it’s an experience that creates lasting memories. The joy of a beach picnic lies not just in the activities, but also in the shared experiences, the laughter, and the bonding that it fosters. It’s a perfect blend of relaxation, adventure, and companionship.

500 Words Essay on A Picnic at the Beach

The allure of the beach.

The beach, with its vast expanse of sand, the rhythmic lullaby of the waves, and the occasional cry of seagulls, is a place where one can escape the monotony of daily life. A picnic at the beach is not just a day out, but an experience that can rejuvenate the mind, body, and soul. It provides an opportunity to connect with nature, engage in fun-filled activities, and create lasting memories.

Planning the Perfect Beach Picnic

Additionally, it is important to check the weather forecast. A sunny day is perfect for a beach picnic, but it is equally important to be prepared for unexpected weather changes.

Food for Thought and Stomach

The food for a beach picnic should be easy to carry and consume. Sandwiches, fruits, cold pasta, and beverages make for a good picnic spread. It is essential to pack them in a way that they remain fresh and safe to consume.

However, a picnic at the beach is not just about physical nourishment. It is also about nourishing the mind. The tranquil environment provides an excellent opportunity for introspection and contemplation. It allows us to disconnect from our digital lives and reconnect with our inner selves and nature.

Activities and Entertainment

For those who prefer a more relaxed experience, reading a book, listening to music or simply watching the waves can be equally enjoyable. The beach is a great place to explore creativity as well. Photography, painting, and writing are some activities that can be pursued.

Environmental Responsibility

A picnic at the beach is a delightful experience that offers a break from the hustle and bustle of everyday life. It is a chance to immerse ourselves in the beauty of nature, enjoy simple pleasures, and create unforgettable memories. However, while we enjoy the beach, it is important to respect and protect it, ensuring that future generations can also experience its magic.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

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Essay on “A Picnic” Complete Essay for Class 10, Class 12 and Graduation and other classes.

Essay No. 1

            Picnics, tours, trips, and excursions are part and parcel of our life. They provide us complete opportunities to study the book of Nature as Shakespeare says. “We find sermons in stones, tongues, in trees and books in running brooks”. Picnics, tours, and tours are as important as food and drink.

             One Sunday morning, the weather was very fine. The sky was cloudy and cool and a gentle breeze was blowing. My friend and I decide to visit the river Beas which flows at a distance of six kilometers from our town. We were a party of eight friends. We took with us our swimming suits and towels. We also carried a good quality of eatables including fruits. We left home on bicycles at 6 a.m.

              The river scenery was also very charming. Water in the river flowed on silently and majestically. Fish swam in the water. There were flocks of water birds sitting on the banks. We parked our bicycles. Then we changed our swimming suits. Then we had a dip in the river. Then we played some games on the soft sand of the river bank. Thereafter, we sat down in a circle to take a rest. One of us was a good singer; he entertained us with many songs. We all were in a gay mood. So we chatted and laughed. We cracked jokes with one another. We heated the food that we carried with us on the stove. We had a hearty meal.

               In the meantime, it grew very hot. So we took rest under the shade of a tree. Then we began to play cards. After some time tea was ready, we took tea and eatables; by then it was 5:30 p.m. we took our bicycles and started back home. We reached home at 6:00 p.m. it was a happy day in the pleasant company of friends.

Essay No. 2

An Outing with the Family

How I Spent A Holiday

It is always good to go out of doors. Free air and an open sky are always welcome. Quite often one feels choked inside the houses and cities. It is good to run away into the open air for a day when one has the time. Picnics were very common for families in older days. But now even picnics are becoming rare and uncommon. Families just do not have time, money, and mood to go away from their boring familiar surroundings. That indeed is one of the greatest ills of modern times.

A picnic is a delightful diversion. It takes you away from your dull daily routine, it produces a soothing effect and adds charm to life. sometimes it is possible to plan and go out. When it is possible, one avail of the opportunity.   

We had one such opportunity last Sunday. Early in the morning, we got ready to spend a day at the Okha Canal Bank. My mummy prepared food and my sisters helped in making other preparations. We took a thermos filled with tea and took along a couple of carpets for spreading under the trees to make ourselves feel comfortable.

It was not easy to catch a bus from Connaught Place for Okhla Barrage. We made some inquiries but there was no bus available. We were told to get a bus for Lajpat Nagar and then get a bus for Okhla from there. So we boarded a bus for Lajpat Nagar. But at Lajpat Nagar, we had to wait for an hour to get a bus for Okhla. But Okhla was worth all the trouble we had to take to go there.

It was a beautiful scene and the weather was cooler than in the city. There were green trees and they provided nice shade to the picnickers. Some fishermen were busy catching fish. There were a lot of children playing with each other under the shady trees. There we took our lunch and lunch seemed especially tasty at Okhla. We felt that our lunch was not enough because everyone ate more than usual.     

After lunch, we all had a nap under the balmy shade of the trees. The children of one family played with children of other picnickers. Some old women read their holy books. In the afternoon there was a drizzle and even a few drops of rain were very much welcome at that season of the year. But the rain broke the magic web of our sleep. Our sweet dream came to an end.

Now it was getting evening. We took the evening tea which we had brought with us along with some snacks specially made for the trip. When it was getting dark, we boarded a bus and returned home.

Essay No. 03

An Excursion to a Lake

Picnicking is a very good source of recreation as well as instruction. I try my best to have at least one picnic party in a month.

Last Sunday I along-with a number of my friends, went out for a picnic. I had persuaded them two days earlier and all the necessary arrangements had been made a day earlier.

On the fixed day, two of my friends, Sushil and Anil left very early in the morning for the canal. They took with them a number of mats, a stove, a kerosene can, some wheat flour, a pastry board, a pastry roller, a big can of purified water, and a number of necessary articles which had been jointly listed by all the friends. They left for the venue on a tempo. The renowned cook, Mr. Devi Dayal, who had been engaged by us also, reached the place at the time he was asked to do. He had already cut up the vegetables and prepared the fire before we reached there.

There were a dozen friends in all. We, the remaining friends reached the place on our bikes.

On reaching the lake, we decided to boat for a while. We had already engaged a boat’s man and his boat. We had a very hilarious

Then we decided to sing and dance on the mats to the tune of the deck which Anil and Sushil had taken with them.

Meanwhile, Devi Dayal had prepared hot puns with a fresh mixed vegetable dish. Thereafter we took sweet pudding.

Then we had a session of tidbits and quizzes and other cultural items. We enjoyed ourselves a lot for a few hours and then returned home. We were full of enthusiasm, joy, and happiness that the moments of interaction and cooperative spirit had lent us.

Essay No. 4

What would happen if life was to be one long stretch of happiness or sadness? We would be soon bored and fed-up with the monotony of events. In other words, this means that we need change to bring beauty and joy in our life. In that case what better way to bring change in our lives than to go on a picnic.

The picnic is a wonderful change. Everything is new. The place is new and so are the people. The sights are new and so are the sounds and smells. You are no longer confined to the four walls of your house. You are a free bird. You are no longer in the same company of your family; instead, your companions are your friends

When out on a picnic, you enjoy your food because it tastes very good. This is so not because of any special ingredient or vegetable. It is so because you and your companions have together cooked the food. Although in normal circumstances you may not like to eat such a food. But you enjoy it in the open environment of an open-air picnic. Such is the magic of the picnic that simple food takes on the divine form.

The picnic also transforms us. It takes away our mundane roles and gives us new parts to play. Some of us may become poets, others jesters. Still, some others may take on the role of a cook or a water carrier. We invent new games and newer mischief. Old people become children and vice-versa. Each player has his own importance. No one minds if either of us is not perfect in our roles. Every slip-up is brushed aside with a great deal of laughter and tolerance. Change of roles gives much-needed rest and peace to a person. It brings back the harmony between individuals. It also gives each of us a chance to be at our creative best.

Picnic satisfies the urge for change in all of us. It also gives all of us much-needed rest.

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All the essays are excellent and knowledgable…..THANK YOU

these essays really helped me a lot

It is really very….. helpful

This essays are very useful and have lots of vocabulary…. Interested to read them…. thank you 😁😁

YES…this three essays are very comprehensive and readable…….

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Very nice and very beautiful essays are available here for students and I loved it too much

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For families with children, we found half a dozen beaches in the United States and Mexico, each tailored to a particular summer activity.

By Freda Moon

A family beach vacation is an American classic. But depending on their children’s ages and inclinations, some families may be drawn to different kinds of shorelines: those featuring clear, calm water for snorkeling and learning to swim; or, for shell collectors and young naturalists, sandy stretches carpeted with seashells or bordered by tide pools. For castle builders, fine sand is a must, while would-be surfers need tidy waves, ready to ride. Here are six great beaches in the United States and Baja California for family-favorite summer activities.

For castle builders: Mission Beach , San Diego

San Diego’s temperate climate allows for barefoot beach days year-round. For those who’d rather build with sand than lie in it, Mission Beach has another advantage: San Diego Sand Castles and the sand sculptor JT Estrela. Mr. Estrela, a former math teacher, offers lessons in the art of sand castle construction on this family-friendly Southern California beach, where the sand is perfect for castle building: The grains are fine but not too silty, clean below the tide line, free of shells and rocks, and pack hard.

In his two-to-three-hour sessions (starting at $160 for two people, $20 for each additional person), Mr. Estrela works with families to build elaborate five-foot-tall castles. The goal is for participants to “feel like this insider of arcane knowledge,” he said.

While the best sand in the San Diego area is at the offshore city of Coronado in San Diego Bay, Mr. Estrela prefers working with families at Mission Beach. Known for its boardwalk amusement park, Belmont Park ; historic beachfront swimming pool, the Plunge ; and excellent playgrounds, it’s particularly fun for kids. The smell of cotton candy and hot dogs hangs in the air, mingling with shrieks from the Giant Dipper, Belmont’s 1925 wooden roller coaster, squawking sea gulls and salt spray. Its biggest downside is its popularity, which means parking can be a challenge.

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Essay on School Picnic for Children and Students in English

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School picnics are full of with great fun. Just like our school friends and experiences we have during our school life the memories of school picnics are also one to be cherished for a lifetime. I have been lucky to have gone on numerous school picnics and made several memories.

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The amount of fun we have on school picnics is simply unmatched. We cannot have as much fun on any other outing. Here are essays on My School Picnic of varying lengths to help you with the topic in your exam. You can select any My School Picnic essay as per you need:

Long and Short Essay on School Picnic in English

We have provided below Long and Short Essay on My School Picnic in English. The My School Picnic Essay have been written in simple and easy to understand English language to make the reading pleasurable.

After reading the essays you will know the meaning of school picnic, the activities involved in a school picnic, advantages of school picnic and how to ensure safety of self and others on a school picnic etc.

These essays will also be proved helpful whenever you are asked to write an essay or give a speech on “School Picnic”.

Essay on School Picnic 200 words

It was the first day in school after first term examination when school picnic for this year was announced in the class. Everyone has been excited since then. This year’s picnic was destined to be at Vananchal resort which is located in the forest of Jambughoda. Luckily for me and my group permission of our parents has never been a problem, so we were set to go since the day of announcement.

It was a cold winter morning, the school bus departed at sharp seven in the morning. Almost two hour long route to the resort felt like a matter of few minutes as we played fun games with fellow classmates. We reported to the resort at around 9, we were all provided welcome drinks. Then we left for nature walk where we saw varied types of trees and birds. After the nature walk it was time for the most exciting part of the picnic.

Yes! It was pool time which unfortunately couldn’t last whole day. That’s the thing about pool, no matter how long you get to be in it, it’s never enough. Then we had lunch, followed by some fun activities such as rappelling and zip-line which too was fun. The time passed so soon that we couldn’t even realize the day was over. This was indeed a day I’ll cherish for a long time.

Essay on School Picnic to Water Park 300 words

“Picnic”, a day every student in the school is eagerly awaits the whole year. This year’s school picnic was to be held at Splash Water Park which was at three hour’s drive from our school. Everyone from my class was showing up for the picnic expect for one of my friend Kashyap who unfortunately was out of station on the day of picnic to attend some family function.

School Picnic to Water Park

On the day of the picnic unlike every other day we reported to the school earlier than our regular timings, due to excitement, obviously! Our class was divided into four groups of ten students each. Each group had one leader to watch upon the respective team members. I was the captain of our group.

We reached the destination at 10am and were given half an hour to collect our swim suits take a shower and get ready for the real fun. Water Park was full of amazing water rides namely Demon’s hole, lazy river, Amazonia, free fall, loop hole, etc. Demon’s hole and Amazonia were my favourite. Demon’s hole was a dark cylindrical water slide with utterly thrilling twists and turns and Amazonia was a super large water slide which took us through an artificially created jungle, which gave a feel of passing through the streams in Amazon rain forests.

In lunch, we were served lip-smacking Punjabi food with gulab jamuns in dessert. Then, there was a wave pool, besides which there was a beautiful artificial waterfall. We checked out from the park at 5pm in the evening and returned to our school at around eight.

I remember almost nothing from the return journey as we were all tired till the end of the day. Our legs were paining as they had exercised hard while climbing those steps for the slides, and thus out of exhaustion almost everyone was asleep in the bus while returning. It was a day well spent.

Essay on School Picnic to Amusement Park 400 words

Amusement park have always been my favourite destination for a day out. To my delight this year’s school picnic was destined to Essel world. This picnic meant a lot as it was our tenth standard and maybe was the last year together in school. Next year I and my friends will be in different streams. We had every hope to make this one memorable so that we bid goodbye having loads of happy memories.

School Picnic to Amusement Park

Sleepless night has always been a pre-picnic symptom for me. I could never sleep until late at night before picnic out of thoughts of how amazing the following day would be. The way from school to the amusement park was quite a long one during which we played dumb charades and truth and dare to kill time.

We were dropped at a place via bus from which we had to check in a boat to further reach the amusement park. From the boat we could see a ride called Shot-N-Drop. We could hear the shouts of people enjoying the ride and could feel the thrill from the boat itself. It was our day today, maybe the last one with our people, and we had to make the most out of it. So, without even wasting a minute we rushed into the park to gain the most out of it.

Today, I don’t remember every ride we had been on, but I still remember the butterflies in my stomach when a ride named thunder swung us all from one side to the other, those moments of thrill and fear when Shot-N-Drop had us on free fall, those goose bumps when Top-Spin whirled us round, those stupid laughs when our dashing cars dashed into others, that joy of finally making out of Alibaba’s mirror maze and that tingling moment when Aqua-dive splash splashed upon us the droplets of cold water.

The happiness that we gained in the most simple things in life, bursting into laughter after playing pranks on our fellow classmates and that momentary anger of the one who had been pranked, those tired yet smiling faces at the end of the day and many more tingling moments are the memories to cherish forever.

Memories of this day will always hold a cosy corner in my and all our hearts. Somewhere I still wish if I could go back to this day again and feel that same thing with those same people all over again.

Also Check: My School Paragraph

Essay on School Picnic to Zoo 500 words

I was in standard 3 rd when my school had arranged a picnic to Kamla Nehru zoo situated besides Kankaria Lake, Ahmedabad. Being a kid, I was extremely excited for the picnic. A day before picnic I went to the nearby shop with my father to buy some snacks for the picnic. I bought a packet of chips, cookies, soya sticks and few packets of chewing gum.

My School Picnic to Zoo

This was probably the only day in the whole year when I would pack my things up the previous night, obviously because I didn’t want to get late on the picnic day. After making my things ready I made a conference call with my friends. We discussed about how excited we all were for our picnic. We fixed the time we were going to catch up the next day.

I was up before the alarm despite not being able to sleep until late at night. I got to school at around 7am in the morning, half an hour prior to the reporting time. We had to be in pair on this day, which was decided on the basis of roll numbers, luckily for me I partnered up with Manan whose number was right next to me. Singing, dancing, playing we travelled the road till the destination. We were served ice-cream as soon as we got there. We were all excited to step in the zoo.

First of all we had to enter the bird section where we saw a number of varied and beautiful birds. Toucan, a black and yellow coloured bird with a large beak, kingfisher a little bird with most vivid colours, Hornbill a beautiful bird with a horn like thing on its head and albatross a fine white and black coloured with aquatic habitat were some of the birds we saw. We also saw deer, hippopotamus, fox, wolf, alligator, crocodile, wild ass, yellow python snake, bear and many more. But our favourite ones were still left, where we had to visit after the lunch.

Finally, after the lunch it was the time for which we were all so excited about – to see the fastest animal cheetah, the national animal tiger and of course the king of the jungle, lion. We also saw jaguar and leopard. We were done with the zoo at around 3 in the afternoon, and we had time until 5 pm so the teachers decided to take us all to have a look around at Kankaria Lake. It was a beautiful place.

We sat on a mini toy train there which took us on a ride around the lake. After everyone completed the ride, it was almost 5 which was the time to leave for home. Teachers started counting the number of students, which brought them to the conclusion that one kid from our class has been missing. The teachers panicked however they were finally able to find Hussain, the lost one after 10 minutes of search operation.

Today, it might be a mere picnic to a zoo, but when I remember back I realized how these little things used to make me happy.

Essay on School Picnic to Kidzania 600 words

School trips are the most awaited ones. They not only give us a long break from our monotonous lives but also bring lots of memories. Last year, I went to Kidzania for the school trip and here are my experiences from that trip.

My School Picnic to Kidzania

Our day at Kidzania began at 9 in the morning. I was stunned looking at this wonderful place which was actually a city which we have all dreamt about. It was clean, had well organized buildings, well developed roads, factories, police station, grocery shops, trees and everything that is present in a well developed city. The day began with Kidzania theme song where all the staff members dance and welcome the kids and their parents.

Just as every country has its own currency; Kidzania also has its own currency named Kidzos. After entering every child is given a cheque of 50 Kidzos which he/ she can withdraw whenever needed to enjoy the activities in the Kidzania world.

There were different buildings build for different purposes. There were offices, factories and many other places where we can work and get salary in Kidzos. The kids are divided in different groups for different jobs as per their age. First of all, I and my friends went to the dentist and learnt some skills for removing the tooth having cavities. Not only this, we also did check up of other kids with different instruments. At the end of that, the head dentist made us understand about how crucial it is to do proper brushing. After that, we went to the bakery and made our very own delicious donuts.

We also did the wall painting on a very huge wall besides the road. Then, we got to know that there is a fashion show and we can walk on the ramp wearing those beautiful clothes. I and my friends couldn’t control our excitement and we immediately went for that. We walked through the ramp and it was an amazing experience. To our excitement, we saw an ice cream parlour next to that building. Going inside we realized that we can make our own ice cream, of whichever flavour we like. Similarly, there was a Kinder Joy factory where we made Kinder Joy and a Kellogs factory where we made Chocos.

Not just work, there were buildings in which there were classes to learn dance, play guitar, drums and flute, and also sing. So, we tried out almost everything we could. I learnt few notes on guitar and that was my first time on any musical instrument. After learning all this new stuff, we thought to try our hands on gadgets also. So, we went to the gadget store nearby where we were given information about the technology used in mobile phones and laptops. It was real fun.

To end our tour, there was a series of folk dances and music where all the kids had prepared something of their own for the entertainment of the audiences. I was also a part of a group with whom I performed Bhangra. This made us interact with other kids more and that is where I made my new friends who were basically from Amritsar, my birth place. All of the shows, including the singing event, helped us know how amazingly talented other kids were. After all of this there was a thank you speech by the staff members with whom we were also connected now.

All of this experience of being part of this amazing world was beyond words. It was the world where we not just used the amenities but also helped in creating them. The joy of making something on your own was just beyond words. Every kid should once visit Kidzania in their childhood and make long lasting memories there.

Essay on School Picnic FAQs

How do you write a school picnic essay.

To write a school picnic essay, start with an introduction, describe the picnic's location and activities, share your experiences, and end with a conclusion.

How would you describe a school picnic?

A school picnic is an outdoor trip where students and teachers visit a park or another place for fun, games, and bonding.

Why picnic is important in school life?

Picnics are important in school life as they promote teamwork, social interaction, and relaxation while learning about nature and history.

How do you write a school picnic paragraph?

To write a school picnic paragraph, briefly introduce the picnic, describe the location, mention activities, and express your feelings.

How do you write a picnic essay?

To write a picnic essay, begin with an introduction, describe the picnic's setting and activities, share your experiences, and conclude with your thoughts.

What is a school picnic in English?

In English, a school picnic is a special outing where students and teachers enjoy outdoor activities together.

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WATCH: Biden delivers opening remarks at 2024 White House Congressional Picnic

President Joe Biden delivered opening remarks on Tuesday at the 2024 White House Congressional Picnic.

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The president was in Washington announcing an immigration order and hosting a picnic for congressional leaders before a scheduled departure for France later in the day. He will be gone the rest of the week. Jill Biden planned to meet him in Europe.

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• Published: 03 June 2024

Applying large language models for automated essay scoring for non-native Japanese

• Wenchao Li 1 &
• Haitao Liu 2  

Humanities and Social Sciences Communications volume  11 , Article number:  723 ( 2024 ) Cite this article

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• Language and linguistics

Recent advancements in artificial intelligence (AI) have led to an increased use of large language models (LLMs) for language assessment tasks such as automated essay scoring (AES), automated listening tests, and automated oral proficiency assessments. The application of LLMs for AES in the context of non-native Japanese, however, remains limited. This study explores the potential of LLM-based AES by comparing the efficiency of different models, i.e. two conventional machine training technology-based methods (Jess and JWriter), two LLMs (GPT and BERT), and one Japanese local LLM (Open-Calm large model). To conduct the evaluation, a dataset consisting of 1400 story-writing scripts authored by learners with 12 different first languages was used. Statistical analysis revealed that GPT-4 outperforms Jess and JWriter, BERT, and the Japanese language-specific trained Open-Calm large model in terms of annotation accuracy and predicting learning levels. Furthermore, by comparing 18 different models that utilize various prompts, the study emphasized the significance of prompts in achieving accurate and reliable evaluations using LLMs.

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Conventional machine learning technology in aes.

AES has experienced significant growth with the advancement of machine learning technologies in recent decades. In the earlier stages of AES development, conventional machine learning-based approaches were commonly used. These approaches involved the following procedures: a) feeding the machine with a dataset. In this step, a dataset of essays is provided to the machine learning system. The dataset serves as the basis for training the model and establishing patterns and correlations between linguistic features and human ratings. b) the machine learning model is trained using linguistic features that best represent human ratings and can effectively discriminate learners’ writing proficiency. These features include lexical richness (Lu, 2012 ; Kyle and Crossley, 2015 ; Kyle et al. 2021 ), syntactic complexity (Lu, 2010 ; Liu, 2008 ), text cohesion (Crossley and McNamara, 2016 ), and among others. Conventional machine learning approaches in AES require human intervention, such as manual correction and annotation of essays. This human involvement was necessary to create a labeled dataset for training the model. Several AES systems have been developed using conventional machine learning technologies. These include the Intelligent Essay Assessor (Landauer et al. 2003 ), the e-rater engine by Educational Testing Service (Attali and Burstein, 2006 ; Burstein, 2003 ), MyAccess with the InterlliMetric scoring engine by Vantage Learning (Elliot, 2003 ), and the Bayesian Essay Test Scoring system (Rudner and Liang, 2002 ). These systems have played a significant role in automating the essay scoring process and providing quick and consistent feedback to learners. However, as touched upon earlier, conventional machine learning approaches rely on predetermined linguistic features and often require manual intervention, making them less flexible and potentially limiting their generalizability to different contexts.

In the context of the Japanese language, conventional machine learning-incorporated AES tools include Jess (Ishioka and Kameda, 2006 ) and JWriter (Lee and Hasebe, 2017 ). Jess assesses essays by deducting points from the perfect score, utilizing the Mainichi Daily News newspaper as a database. The evaluation criteria employed by Jess encompass various aspects, such as rhetorical elements (e.g., reading comprehension, vocabulary diversity, percentage of complex words, and percentage of passive sentences), organizational structures (e.g., forward and reverse connection structures), and content analysis (e.g., latent semantic indexing). JWriter employs linear regression analysis to assign weights to various measurement indices, such as average sentence length and total number of characters. These weights are then combined to derive the overall score. A pilot study involving the Jess model was conducted on 1320 essays at different proficiency levels, including primary, intermediate, and advanced. However, the results indicated that the Jess model failed to significantly distinguish between these essay levels. Out of the 16 measures used, four measures, namely median sentence length, median clause length, median number of phrases, and maximum number of phrases, did not show statistically significant differences between the levels. Additionally, two measures exhibited between-level differences but lacked linear progression: the number of attributives declined words and the Kanji/kana ratio. On the other hand, the remaining measures, including maximum sentence length, maximum clause length, number of attributive conjugated words, maximum number of consecutive infinitive forms, maximum number of conjunctive-particle clauses, k characteristic value, percentage of big words, and percentage of passive sentences, demonstrated statistically significant between-level differences and displayed linear progression.

Both Jess and JWriter exhibit notable limitations, including the manual selection of feature parameters and weights, which can introduce biases into the scoring process. The reliance on human annotators to label non-native language essays also introduces potential noise and variability in the scoring. Furthermore, an important concern is the possibility of system manipulation and cheating by learners who are aware of the regression equation utilized by the models (Hirao et al. 2020 ). These limitations emphasize the need for further advancements in AES systems to address these challenges.

Deep learning technology in AES

Deep learning has emerged as one of the approaches for improving the accuracy and effectiveness of AES. Deep learning-based AES methods utilize artificial neural networks that mimic the human brain’s functioning through layered algorithms and computational units. Unlike conventional machine learning, deep learning autonomously learns from the environment and past errors without human intervention. This enables deep learning models to establish nonlinear correlations, resulting in higher accuracy. Recent advancements in deep learning have led to the development of transformers, which are particularly effective in learning text representations. Noteworthy examples include bidirectional encoder representations from transformers (BERT) (Devlin et al. 2019 ) and the generative pretrained transformer (GPT) (OpenAI).

BERT is a linguistic representation model that utilizes a transformer architecture and is trained on two tasks: masked linguistic modeling and next-sentence prediction (Hirao et al. 2020 ; Vaswani et al. 2017 ). In the context of AES, BERT follows specific procedures, as illustrated in Fig. 1 : (a) the tokenized prompts and essays are taken as input; (b) special tokens, such as [CLS] and [SEP], are added to mark the beginning and separation of prompts and essays; (c) the transformer encoder processes the prompt and essay sequences, resulting in hidden layer sequences; (d) the hidden layers corresponding to the [CLS] tokens (T[CLS]) represent distributed representations of the prompts and essays; and (e) a multilayer perceptron uses these distributed representations as input to obtain the final score (Hirao et al. 2020 ).

AES system with BERT (Hirao et al. 2020 ).

The training of BERT using a substantial amount of sentence data through the Masked Language Model (MLM) allows it to capture contextual information within the hidden layers. Consequently, BERT is expected to be capable of identifying artificial essays as invalid and assigning them lower scores (Mizumoto and Eguchi, 2023 ). In the context of AES for nonnative Japanese learners, Hirao et al. ( 2020 ) combined the long short-term memory (LSTM) model proposed by Hochreiter and Schmidhuber ( 1997 ) with BERT to develop a tailored automated Essay Scoring System. The findings of their study revealed that the BERT model outperformed both the conventional machine learning approach utilizing character-type features such as “kanji” and “hiragana”, as well as the standalone LSTM model. Takeuchi et al. ( 2021 ) presented an approach to Japanese AES that eliminates the requirement for pre-scored essays by relying solely on reference texts or a model answer for the essay task. They investigated multiple similarity evaluation methods, including frequency of morphemes, idf values calculated on Wikipedia, LSI, LDA, word-embedding vectors, and document vectors produced by BERT. The experimental findings revealed that the method utilizing the frequency of morphemes with idf values exhibited the strongest correlation with human-annotated scores across different essay tasks. The utilization of BERT in AES encounters several limitations. Firstly, essays often exceed the model’s maximum length limit. Second, only score labels are available for training, which restricts access to additional information.

Mizumoto and Eguchi ( 2023 ) were pioneers in employing the GPT model for AES in non-native English writing. Their study focused on evaluating the accuracy and reliability of AES using the GPT-3 text-davinci-003 model, analyzing a dataset of 12,100 essays from the corpus of nonnative written English (TOEFL11). The findings indicated that AES utilizing the GPT-3 model exhibited a certain degree of accuracy and reliability. They suggest that GPT-3-based AES systems hold the potential to provide support for human ratings. However, applying GPT model to AES presents a unique natural language processing (NLP) task that involves considerations such as nonnative language proficiency, the influence of the learner’s first language on the output in the target language, and identifying linguistic features that best indicate writing quality in a specific language. These linguistic features may differ morphologically or syntactically from those present in the learners’ first language, as observed in (1)–(3).

我-送了-他-一本-书

Wǒ-sòngle-tā-yī běn-shū

1 sg .-give. past- him-one .cl- book

“I gave him a book.”

Agglutinative

彼-に-本-を-あげ-まし-た

Kare-ni-hon-o-age-mashi-ta

3 sg .- dat -hon- acc- give.honorification. past

Inflectional

give, give-s, gave, given, giving

Additionally, the morphological agglutination and subject-object-verb (SOV) order in Japanese, along with its idiomatic expressions, pose additional challenges for applying language models in AES tasks (4).

足-が 棒-に なり-ました

Ashi-ga bo-ni nar-mashita

leg- nom stick- dat become- past

“My leg became like a stick (I am extremely tired).”

The example sentence provided demonstrates the morpho-syntactic structure of Japanese and the presence of an idiomatic expression. In this sentence, the verb “なる” (naru), meaning “to become”, appears at the end of the sentence. The verb stem “なり” (nari) is attached with morphemes indicating honorification (“ます” - mashu) and tense (“た” - ta), showcasing agglutination. While the sentence can be literally translated as “my leg became like a stick”, it carries an idiomatic interpretation that implies “I am extremely tired”.

To overcome this issue, CyberAgent Inc. ( 2023 ) has developed the Open-Calm series of language models specifically designed for Japanese. Open-Calm consists of pre-trained models available in various sizes, such as Small, Medium, Large, and 7b. Figure 2 depicts the fundamental structure of the Open-Calm model. A key feature of this architecture is the incorporation of the Lora Adapter and GPT-NeoX frameworks, which can enhance its language processing capabilities.

GPT-NeoX Model Architecture (Okgetheng and Takeuchi 2024 ).

In a recent study conducted by Okgetheng and Takeuchi ( 2024 ), they assessed the efficacy of Open-Calm language models in grading Japanese essays. The research utilized a dataset of approximately 300 essays, which were annotated by native Japanese educators. The findings of the study demonstrate the considerable potential of Open-Calm language models in automated Japanese essay scoring. Specifically, among the Open-Calm family, the Open-Calm Large model (referred to as OCLL) exhibited the highest performance. However, it is important to note that, as of the current date, the Open-Calm Large model does not offer public access to its server. Consequently, users are required to independently deploy and operate the environment for OCLL. In order to utilize OCLL, users must have a PC equipped with an NVIDIA GeForce RTX 3060 (8 or 12 GB VRAM).

In summary, while the potential of LLMs in automated scoring of nonnative Japanese essays has been demonstrated in two studies—BERT-driven AES (Hirao et al. 2020 ) and OCLL-based AES (Okgetheng and Takeuchi, 2024 )—the number of research efforts in this area remains limited.

Another significant challenge in applying LLMs to AES lies in prompt engineering and ensuring its reliability and effectiveness (Brown et al. 2020 ; Rae et al. 2021 ; Zhang et al. 2021 ). Various prompting strategies have been proposed, such as the zero-shot chain of thought (CoT) approach (Kojima et al. 2022 ), which involves manually crafting diverse and effective examples. However, manual efforts can lead to mistakes. To address this, Zhang et al. ( 2021 ) introduced an automatic CoT prompting method called Auto-CoT, which demonstrates matching or superior performance compared to the CoT paradigm. Another prompt framework is trees of thoughts, enabling a model to self-evaluate its progress at intermediate stages of problem-solving through deliberate reasoning (Yao et al. 2023 ).

Beyond linguistic studies, there has been a noticeable increase in the number of foreign workers in Japan and Japanese learners worldwide (Ministry of Health, Labor, and Welfare of Japan, 2022 ; Japan Foundation, 2021 ). However, existing assessment methods, such as the Japanese Language Proficiency Test (JLPT), J-CAT, and TTBJ Footnote 1 , primarily focus on reading, listening, vocabulary, and grammar skills, neglecting the evaluation of writing proficiency. As the number of workers and language learners continues to grow, there is a rising demand for an efficient AES system that can reduce costs and time for raters and be utilized for employment, examinations, and self-study purposes.

This study aims to explore the potential of LLM-based AES by comparing the effectiveness of five models: two LLMs (GPT Footnote 2 and BERT), one Japanese local LLM (OCLL), and two conventional machine learning-based methods (linguistic feature-based scoring tools - Jess and JWriter).

The research questions addressed in this study are as follows:

To what extent do the LLM-driven AES and linguistic feature-based AES, when used as automated tools to support human rating, accurately reflect test takers’ actual performance?

What influence does the prompt have on the accuracy and performance of LLM-based AES methods?

The subsequent sections of the manuscript cover the methodology, including the assessment measures for nonnative Japanese writing proficiency, criteria for prompts, and the dataset. The evaluation section focuses on the analysis of annotations and rating scores generated by LLM-driven and linguistic feature-based AES methods.

Methodology

The dataset utilized in this study was obtained from the International Corpus of Japanese as a Second Language (I-JAS) Footnote 3 . This corpus consisted of 1000 participants who represented 12 different first languages. For the study, the participants were given a story-writing task on a personal computer. They were required to write two stories based on the 4-panel illustrations titled “Picnic” and “The key” (see Appendix A). Background information for the participants was provided by the corpus, including their Japanese language proficiency levels assessed through two online tests: J-CAT and SPOT. These tests evaluated their reading, listening, vocabulary, and grammar abilities. The learners’ proficiency levels were categorized into six levels aligned with the Common European Framework of Reference for Languages (CEFR) and the Reference Framework for Japanese Language Education (RFJLE): A1, A2, B1, B2, C1, and C2. According to Lee et al. ( 2015 ), there is a high level of agreement (r = 0.86) between the J-CAT and SPOT assessments, indicating that the proficiency certifications provided by J-CAT are consistent with those of SPOT. However, it is important to note that the scores of J-CAT and SPOT do not have a one-to-one correspondence. In this study, the J-CAT scores were used as a benchmark to differentiate learners of different proficiency levels. A total of 1400 essays were utilized, representing the beginner (aligned with A1), A2, B1, B2, C1, and C2 levels based on the J-CAT scores. Table 1 provides information about the learners’ proficiency levels and their corresponding J-CAT and SPOT scores.

A dataset comprising a total of 1400 essays from the story writing tasks was collected. Among these, 714 essays were utilized to evaluate the reliability of the LLM-based AES method, while the remaining 686 essays were designated as development data to assess the LLM-based AES’s capability to distinguish participants with varying proficiency levels. The GPT 4 API was used in this study. A detailed explanation of the prompt-assessment criteria is provided in Section Prompt . All essays were sent to the model for measurement and scoring.

Measures of writing proficiency for nonnative Japanese

Japanese exhibits a morphologically agglutinative structure where morphemes are attached to the word stem to convey grammatical functions such as tense, aspect, voice, and honorifics, e.g. (5).

食べ-させ-られ-まし-た-か

tabe-sase-rare-mashi-ta-ka

[eat (stem)-causative-passive voice-honorification-tense. past-question marker]

Japanese employs nine case particles to indicate grammatical functions: the nominative case particle が (ga), the accusative case particle を (o), the genitive case particle の (no), the dative case particle に (ni), the locative/instrumental case particle で (de), the ablative case particle から (kara), the directional case particle へ (e), and the comitative case particle と (to). The agglutinative nature of the language, combined with the case particle system, provides an efficient means of distinguishing between active and passive voice, either through morphemes or case particles, e.g. 食べる taberu “eat concusive . ” (active voice); 食べられる taberareru “eat concusive . ” (passive voice). In the active voice, “パン を 食べる” (pan o taberu) translates to “to eat bread”. On the other hand, in the passive voice, it becomes “パン が 食べられた” (pan ga taberareta), which means “(the) bread was eaten”. Additionally, it is important to note that different conjugations of the same lemma are considered as one type in order to ensure a comprehensive assessment of the language features. For example, e.g., 食べる taberu “eat concusive . ”; 食べている tabeteiru “eat progress .”; 食べた tabeta “eat past . ” as one type.

To incorporate these features, previous research (Suzuki, 1999 ; Watanabe et al. 1988 ; Ishioka, 2001 ; Ishioka and Kameda, 2006 ; Hirao et al. 2020 ) has identified complexity, fluency, and accuracy as crucial factors for evaluating writing quality. These criteria are assessed through various aspects, including lexical richness (lexical density, diversity, and sophistication), syntactic complexity, and cohesion (Kyle et al. 2021 ; Mizumoto and Eguchi, 2023 ; Ure, 1971 ; Halliday, 1985 ; Barkaoui and Hadidi, 2020 ; Zenker and Kyle, 2021 ; Kim et al. 2018 ; Lu, 2017 ; Ortega, 2015 ). Therefore, this study proposes five scoring categories: lexical richness, syntactic complexity, cohesion, content elaboration, and grammatical accuracy. A total of 16 measures were employed to capture these categories. The calculation process and specific details of these measures can be found in Table 2 .

T-unit, first introduced by Hunt ( 1966 ), is a measure used for evaluating speech and composition. It serves as an indicator of syntactic development and represents the shortest units into which a piece of discourse can be divided without leaving any sentence fragments. In the context of Japanese language assessment, Sakoda and Hosoi ( 2020 ) utilized T-unit as the basic unit to assess the accuracy and complexity of Japanese learners’ speaking and storytelling. The calculation of T-units in Japanese follows the following principles:

A single main clause constitutes 1 T-unit, regardless of the presence or absence of dependent clauses, e.g. (6).

ケンとマリはピクニックに行きました (main clause): 1 T-unit.

If a sentence contains a main clause along with subclauses, each subclause is considered part of the same T-unit, e.g. (7).

天気が良かった の で (subclause)、ケンとマリはピクニックに行きました (main clause): 1 T-unit.

In the case of coordinate clauses, where multiple clauses are connected, each coordinated clause is counted separately. Thus, a sentence with coordinate clauses may have 2 T-units or more, e.g. (8).

ケンは地図で場所を探して (coordinate clause)、マリはサンドイッチを作りました (coordinate clause): 2 T-units.

Lexical diversity refers to the range of words used within a text (Engber, 1995 ; Kyle et al. 2021 ) and is considered a useful measure of the breadth of vocabulary in L n production (Jarvis, 2013a , 2013b ).

The type/token ratio (TTR) is widely recognized as a straightforward measure for calculating lexical diversity and has been employed in numerous studies. These studies have demonstrated a strong correlation between TTR and other methods of measuring lexical diversity (e.g., Bentz et al. 2016 ; Čech and Miroslav, 2018 ; Çöltekin and Taraka, 2018 ). TTR is computed by considering both the number of unique words (types) and the total number of words (tokens) in a given text. Given that the length of learners’ writing texts can vary, this study employs the moving average type-token ratio (MATTR) to mitigate the influence of text length. MATTR is calculated using a 50-word moving window. Initially, a TTR is determined for words 1–50 in an essay, followed by words 2–51, 3–52, and so on until the end of the essay is reached (Díez-Ortega and Kyle, 2023 ). The final MATTR scores were obtained by averaging the TTR scores for all 50-word windows. The following formula was employed to derive MATTR:

\({\rm{MATTR}}({\rm{W}})=\frac{{\sum }_{{\rm{i}}=1}^{{\rm{N}}-{\rm{W}}+1}{{\rm{F}}}_{{\rm{i}}}}{{\rm{W}}({\rm{N}}-{\rm{W}}+1)}\)

Here, N refers to the number of tokens in the corpus. W is the randomly selected token size (W < N). \({F}_{i}\) is the number of types in each window. The \({\rm{MATTR}}({\rm{W}})\) is the mean of a series of type-token ratios (TTRs) based on the word form for all windows. It is expected that individuals with higher language proficiency will produce texts with greater lexical diversity, as indicated by higher MATTR scores.

Lexical density was captured by the ratio of the number of lexical words to the total number of words (Lu, 2012 ). Lexical sophistication refers to the utilization of advanced vocabulary, often evaluated through word frequency indices (Crossley et al. 2013 ; Haberman, 2008 ; Kyle and Crossley, 2015 ; Laufer and Nation, 1995 ; Lu, 2012 ; Read, 2000 ). In line of writing, lexical sophistication can be interpreted as vocabulary breadth, which entails the appropriate usage of vocabulary items across various lexicon-grammatical contexts and registers (Garner et al. 2019 ; Kim et al. 2018 ; Kyle et al. 2018 ). In Japanese specifically, words are considered lexically sophisticated if they are not included in the “Japanese Education Vocabulary List Ver 1.0”. Footnote 4 Consequently, lexical sophistication was calculated by determining the number of sophisticated word types relative to the total number of words per essay. Furthermore, it has been suggested that, in Japanese writing, sentences should ideally have a length of no more than 40 to 50 characters, as this promotes readability. Therefore, the median and maximum sentence length can be considered as useful indices for assessment (Ishioka and Kameda, 2006 ).

Syntactic complexity was assessed based on several measures, including the mean length of clauses, verb phrases per T-unit, clauses per T-unit, dependent clauses per T-unit, complex nominals per clause, adverbial clauses per clause, coordinate phrases per clause, and mean dependency distance (MDD). The MDD reflects the distance between the governor and dependent positions in a sentence. A larger dependency distance indicates a higher cognitive load and greater complexity in syntactic processing (Liu, 2008 ; Liu et al. 2017 ). The MDD has been established as an efficient metric for measuring syntactic complexity (Jiang, Quyang, and Liu, 2019 ; Li and Yan, 2021 ). To calculate the MDD, the position numbers of the governor and dependent are subtracted, assuming that words in a sentence are assigned in a linear order, such as W1 … Wi … Wn. In any dependency relationship between words Wa and Wb, Wa is the governor and Wb is the dependent. The MDD of the entire sentence was obtained by taking the absolute value of governor – dependent:

MDD = \(\frac{1}{n}{\sum }_{i=1}^{n}|{\rm{D}}{{\rm{D}}}_{i}|\)

In this formula, \(n\) represents the number of words in the sentence, and \({DD}i\) is the dependency distance of the \({i}^{{th}}\) dependency relationship of a sentence. Building on this, the annotation of sentence ‘Mary-ga-John-ni-keshigomu-o-watashita was [Mary- top -John- dat -eraser- acc -give- past] ’. The sentence’s MDD would be 2. Table 3 provides the CSV file as a prompt for GPT 4.

Cohesion (semantic similarity) and content elaboration aim to capture the ideas presented in test taker’s essays. Cohesion was assessed using three measures: Synonym overlap/paragraph (topic), Synonym overlap/paragraph (keywords), and word2vec cosine similarity. Content elaboration and development were measured as the number of metadiscourse markers (type)/number of words. To capture content closely, this study proposed a novel-distance based representation, by encoding the cosine distance between the essay (by learner) and essay task’s (topic and keyword) i -vectors. The learner’s essay is decoded into a word sequence, and aligned to the essay task’ topic and keyword for log-likelihood measurement. The cosine distance reveals the content elaboration score in the leaners’ essay. The mathematical equation of cosine similarity between target-reference vectors is shown in (11), assuming there are i essays and ( L i , …. L n ) and ( N i , …. N n ) are the vectors representing the learner and task’s topic and keyword respectively. The content elaboration distance between L i and N i was calculated as follows:

\(\cos \left(\theta \right)=\frac{{\rm{L}}\,\cdot\, {\rm{N}}}{\left|{\rm{L}}\right|{\rm{|N|}}}=\frac{\mathop{\sum }\nolimits_{i=1}^{n}{L}_{i}{N}_{i}}{\sqrt{\mathop{\sum }\nolimits_{i=1}^{n}{L}_{i}^{2}}\sqrt{\mathop{\sum }\nolimits_{i=1}^{n}{N}_{i}^{2}}}\)

A high similarity value indicates a low difference between the two recognition outcomes, which in turn suggests a high level of proficiency in content elaboration.

To evaluate the effectiveness of the proposed measures in distinguishing different proficiency levels among nonnative Japanese speakers’ writing, we conducted a multi-faceted Rasch measurement analysis (Linacre, 1994 ). This approach applies measurement models to thoroughly analyze various factors that can influence test outcomes, including test takers’ proficiency, item difficulty, and rater severity, among others. The underlying principles and functionality of multi-faceted Rasch measurement are illustrated in (12).

\(\log \left(\frac{{P}_{{nijk}}}{{P}_{{nij}(k-1)}}\right)={B}_{n}-{D}_{i}-{C}_{j}-{F}_{k}\)

(12) defines the logarithmic transformation of the probability ratio ( P nijk /P nij(k-1) )) as a function of multiple parameters. Here, n represents the test taker, i denotes a writing proficiency measure, j corresponds to the human rater, and k represents the proficiency score. The parameter B n signifies the proficiency level of test taker n (where n ranges from 1 to N). D j represents the difficulty parameter of test item i (where i ranges from 1 to L), while C j represents the severity of rater j (where j ranges from 1 to J). Additionally, F k represents the step difficulty for a test taker to move from score ‘k-1’ to k . P nijk refers to the probability of rater j assigning score k to test taker n for test item i . P nij(k-1) represents the likelihood of test taker n being assigned score ‘k-1’ by rater j for test item i . Each facet within the test is treated as an independent parameter and estimated within the same reference framework. To evaluate the consistency of scores obtained through both human and computer analysis, we utilized the Infit mean-square statistic. This statistic is a chi-square measure divided by the degrees of freedom and is weighted with information. It demonstrates higher sensitivity to unexpected patterns in responses to items near a person’s proficiency level (Linacre, 2002 ). Fit statistics are assessed based on predefined thresholds for acceptable fit. For the Infit MNSQ, which has a mean of 1.00, different thresholds have been suggested. Some propose stricter thresholds ranging from 0.7 to 1.3 (Bond et al. 2021 ), while others suggest more lenient thresholds ranging from 0.5 to 1.5 (Eckes, 2009 ). In this study, we adopted the criterion of 0.70–1.30 for the Infit MNSQ.

Moving forward, we can now proceed to assess the effectiveness of the 16 proposed measures based on five criteria for accurately distinguishing various levels of writing proficiency among non-native Japanese speakers. To conduct this evaluation, we utilized the development dataset from the I-JAS corpus, as described in Section Dataset . Table 4 provides a measurement report that presents the performance details of the 14 metrics under consideration. The measure separation was found to be 4.02, indicating a clear differentiation among the measures. The reliability index for the measure separation was 0.891, suggesting consistency in the measurement. Similarly, the person separation reliability index was 0.802, indicating the accuracy of the assessment in distinguishing between individuals. All 16 measures demonstrated Infit mean squares within a reasonable range, ranging from 0.76 to 1.28. The Synonym overlap/paragraph (topic) measure exhibited a relatively high outfit mean square of 1.46, although the Infit mean square falls within an acceptable range. The standard error for the measures ranged from 0.13 to 0.28, indicating the precision of the estimates.

Table 5 further illustrated the weights assigned to different linguistic measures for score prediction, with higher weights indicating stronger correlations between those measures and higher scores. Specifically, the following measures exhibited higher weights compared to others: moving average type token ratio per essay has a weight of 0.0391. Mean dependency distance had a weight of 0.0388. Mean length of clause, calculated by dividing the number of words by the number of clauses, had a weight of 0.0374. Complex nominals per T-unit, calculated by dividing the number of complex nominals by the number of T-units, had a weight of 0.0379. Coordinate phrases rate, calculated by dividing the number of coordinate phrases by the number of clauses, had a weight of 0.0325. Grammatical error rate, representing the number of errors per essay, had a weight of 0.0322.

Criteria (output indicator)

The criteria used to evaluate the writing ability in this study were based on CEFR, which follows a six-point scale ranging from A1 to C2. To assess the quality of Japanese writing, the scoring criteria from Table 6 were utilized. These criteria were derived from the IELTS writing standards and served as assessment guidelines and prompts for the written output.

A prompt is a question or detailed instruction that is provided to the model to obtain a proper response. After several pilot experiments, we decided to provide the measures (Section Measures of writing proficiency for nonnative Japanese ) as the input prompt and use the criteria (Section Criteria (output indicator) ) as the output indicator. Regarding the prompt language, considering that the LLM was tasked with rating Japanese essays, would prompt in Japanese works better Footnote 5 ? We conducted experiments comparing the performance of GPT-4 using both English and Japanese prompts. Additionally, we utilized the Japanese local model OCLL with Japanese prompts. Multiple trials were conducted using the same sample. Regardless of the prompt language used, we consistently obtained the same grading results with GPT-4, which assigned a grade of B1 to the writing sample. This suggested that GPT-4 is reliable and capable of producing consistent ratings regardless of the prompt language. On the other hand, when we used Japanese prompts with the Japanese local model “OCLL”, we encountered inconsistent grading results. Out of 10 attempts with OCLL, only 6 yielded consistent grading results (B1), while the remaining 4 showed different outcomes, including A1 and B2 grades. These findings indicated that the language of the prompt was not the determining factor for reliable AES. Instead, the size of the training data and the model parameters played crucial roles in achieving consistent and reliable AES results for the language model.

The following is the utilized prompt, which details all measures and requires the LLM to score the essays using holistic and trait scores.

Please evaluate Japanese essays written by Japanese learners and assign a score to each essay on a six-point scale, ranging from A1, A2, B1, B2, C1 to C2. Additionally, please provide trait scores and display the calculation process for each trait score. The scoring should be based on the following criteria:

Moving average type-token ratio.

Number of lexical words (token) divided by the total number of words per essay.

Number of sophisticated word types divided by the total number of words per essay.

Mean length of clause.

Verb phrases per T-unit.

Clauses per T-unit.

Dependent clauses per T-unit.

Complex nominals per clause.

Adverbial clauses per clause.

Coordinate phrases per clause.

Mean dependency distance.

Synonym overlap paragraph (topic and keywords).

Word2vec cosine similarity.

Connectives per essay.

Conjunctions per essay.

Number of metadiscourse markers (types) divided by the total number of words.

Number of errors per essay.

Japanese essay text

出かける前に二人が地図を見ている間に、サンドイッチを入れたバスケットに犬が入ってしまいました。それに気づかずに二人は楽しそうに出かけて行きました。やがて突然犬がバスケットから飛び出し、二人は驚きました。バスケット の 中を見ると、食べ物はすべて犬に食べられていて、二人は困ってしまいました。(ID_JJJ01_SW1)

The score of the example above was B1. Figure 3 provides an example of holistic and trait scores provided by GPT-4 (with a prompt indicating all measures) via Bing Footnote 6 .

Example of GPT-4 AES and feedback (with a prompt indicating all measures).

Statistical analysis

The aim of this study is to investigate the potential use of LLM for nonnative Japanese AES. It seeks to compare the scoring outcomes obtained from feature-based AES tools, which rely on conventional machine learning technology (i.e. Jess, JWriter), with those generated by AI-driven AES tools utilizing deep learning technology (BERT, GPT, OCLL). To assess the reliability of a computer-assisted annotation tool, the study initially established human-human agreement as the benchmark measure. Subsequently, the performance of the LLM-based method was evaluated by comparing it to human-human agreement.

To assess annotation agreement, the study employed standard measures such as precision, recall, and F-score (Brants 2000 ; Lu 2010 ), along with the quadratically weighted kappa (QWK) to evaluate the consistency and agreement in the annotation process. Assume A and B represent human annotators. When comparing the annotations of the two annotators, the following results are obtained. The evaluation of precision, recall, and F-score metrics was illustrated in equations (13) to (15).

\({\rm{Recall}}(A,B)=\frac{{\rm{Number}}\,{\rm{of}}\,{\rm{identical}}\,{\rm{nodes}}\,{\rm{in}}\,A\,{\rm{and}}\,B}{{\rm{Number}}\,{\rm{of}}\,{\rm{nodes}}\,{\rm{in}}\,A}\)

\({\rm{Precision}}(A,\,B)=\frac{{\rm{Number}}\,{\rm{of}}\,{\rm{identical}}\,{\rm{nodes}}\,{\rm{in}}\,A\,{\rm{and}}\,B}{{\rm{Number}}\,{\rm{of}}\,{\rm{nodes}}\,{\rm{in}}\,B}\)

The F-score is the harmonic mean of recall and precision:

\({\rm{F}}-{\rm{score}}=\frac{2* ({\rm{Precision}}* {\rm{Recall}})}{{\rm{Precision}}+{\rm{Recall}}}\)

The highest possible value of an F-score is 1.0, indicating perfect precision and recall, and the lowest possible value is 0, if either precision or recall are zero.

In accordance with Taghipour and Ng ( 2016 ), the calculation of QWK involves two steps:

Step 1: Construct a weight matrix W as follows:

\({W}_{{ij}}=\frac{{(i-j)}^{2}}{{(N-1)}^{2}}\)

i represents the annotation made by the tool, while j represents the annotation made by a human rater. N denotes the total number of possible annotations. Matrix O is subsequently computed, where O_( i, j ) represents the count of data annotated by the tool ( i ) and the human annotator ( j ). On the other hand, E refers to the expected count matrix, which undergoes normalization to ensure that the sum of elements in E matches the sum of elements in O.

Step 2: With matrices O and E, the QWK is obtained as follows:

K = 1- \(\frac{\sum i,j{W}_{i,j}\,{O}_{i,j}}{\sum i,j{W}_{i,j}\,{E}_{i,j}}\)

The value of the quadratic weighted kappa increases as the level of agreement improves. Further, to assess the accuracy of LLM scoring, the proportional reductive mean square error (PRMSE) was employed. The PRMSE approach takes into account the variability observed in human ratings to estimate the rater error, which is then subtracted from the variance of the human labels. This calculation provides an overall measure of agreement between the automated scores and true scores (Haberman et al. 2015 ; Loukina et al. 2020 ; Taghipour and Ng, 2016 ). The computation of PRMSE involves the following steps:

Step 1: Calculate the mean squared errors (MSEs) for the scoring outcomes of the computer-assisted tool (MSE tool) and the human scoring outcomes (MSE human).

Step 2: Determine the PRMSE by comparing the MSE of the computer-assisted tool (MSE tool) with the MSE from human raters (MSE human), using the following formula:

\({\rm{PRMSE}}=1-\frac{({\rm{MSE}}\,{\rm{tool}})\,}{({\rm{MSE}}\,{\rm{human}})\,}=1-\,\frac{{\sum }_{i}^{n}=1{({{\rm{y}}}_{i}-{\hat{{\rm{y}}}}_{{\rm{i}}})}^{2}}{{\sum }_{i}^{n}=1{({{\rm{y}}}_{i}-\hat{{\rm{y}}})}^{2}}\)

In the numerator, ŷi represents the scoring outcome predicted by a specific LLM-driven AES system for a given sample. The term y i − ŷ i represents the difference between this predicted outcome and the mean value of all LLM-driven AES systems’ scoring outcomes. It quantifies the deviation of the specific LLM-driven AES system’s prediction from the average prediction of all LLM-driven AES systems. In the denominator, y i − ŷ represents the difference between the scoring outcome provided by a specific human rater for a given sample and the mean value of all human raters’ scoring outcomes. It measures the discrepancy between the specific human rater’s score and the average score given by all human raters. The PRMSE is then calculated by subtracting the ratio of the MSE tool to the MSE human from 1. PRMSE falls within the range of 0 to 1, with larger values indicating reduced errors in LLM’s scoring compared to those of human raters. In other words, a higher PRMSE implies that LLM’s scoring demonstrates greater accuracy in predicting the true scores (Loukina et al. 2020 ). The interpretation of kappa values, ranging from 0 to 1, is based on the work of Landis and Koch ( 1977 ). Specifically, the following categories are assigned to different ranges of kappa values: −1 indicates complete inconsistency, 0 indicates random agreement, 0.0 ~ 0.20 indicates extremely low level of agreement (slight), 0.21 ~ 0.40 indicates moderate level of agreement (fair), 0.41 ~ 0.60 indicates medium level of agreement (moderate), 0.61 ~ 0.80 indicates high level of agreement (substantial), 0.81 ~ 1 indicates almost perfect level of agreement. All statistical analyses were executed using Python script.

Results and discussion

Annotation reliability of the llm.

This section focuses on assessing the reliability of the LLM’s annotation and scoring capabilities. To evaluate the reliability, several tests were conducted simultaneously, aiming to achieve the following objectives:

Assess the LLM’s ability to differentiate between test takers with varying levels of oral proficiency.

Determine the level of agreement between the annotations and scoring performed by the LLM and those done by human raters.

The evaluation of the results encompassed several metrics, including: precision, recall, F-Score, quadratically-weighted kappa, proportional reduction of mean squared error, Pearson correlation, and multi-faceted Rasch measurement.

Inter-annotator agreement (human–human annotator agreement)

We started with an agreement test of the two human annotators. Two trained annotators were recruited to determine the writing task data measures. A total of 714 scripts, as the test data, was utilized. Each analysis lasted 300–360 min. Inter-annotator agreement was evaluated using the standard measures of precision, recall, and F-score and QWK. Table 7 presents the inter-annotator agreement for the various indicators. As shown, the inter-annotator agreement was fairly high, with F-scores ranging from 1.0 for sentence and word number to 0.666 for grammatical errors.

The findings from the QWK analysis provided further confirmation of the inter-annotator agreement. The QWK values covered a range from 0.950 ( p  = 0.000) for sentence and word number to 0.695 for synonym overlap number (keyword) and grammatical errors ( p  = 0.001).

Agreement of annotation outcomes between human and LLM

To evaluate the consistency between human annotators and LLM annotators (BERT, GPT, OCLL) across the indices, the same test was conducted. The results of the inter-annotator agreement (F-score) between LLM and human annotation are provided in Appendix B-D. The F-scores ranged from 0.706 for Grammatical error # for OCLL-human to a perfect 1.000 for GPT-human, for sentences, clauses, T-units, and words. These findings were further supported by the QWK analysis, which showed agreement levels ranging from 0.807 ( p  = 0.001) for metadiscourse markers for OCLL-human to 0.962 for words ( p  = 0.000) for GPT-human. The findings demonstrated that the LLM annotation achieved a significant level of accuracy in identifying measurement units and counts.

Reliability of LLM-driven AES’s scoring and discriminating proficiency levels

This section examines the reliability of the LLM-driven AES scoring through a comparison of the scoring outcomes produced by human raters and the LLM ( Reliability of LLM-driven AES scoring ). It also assesses the effectiveness of the LLM-based AES system in differentiating participants with varying proficiency levels ( Reliability of LLM-driven AES discriminating proficiency levels ).

Reliability of LLM-driven AES scoring

Table 8 summarizes the QWK coefficient analysis between the scores computed by the human raters and the GPT-4 for the individual essays from I-JAS Footnote 7 . As shown, the QWK of all measures ranged from k  = 0.819 for lexical density (number of lexical words (tokens)/number of words per essay) to k  = 0.644 for word2vec cosine similarity. Table 9 further presents the Pearson correlations between the 16 writing proficiency measures scored by human raters and GPT 4 for the individual essays. The correlations ranged from 0.672 for syntactic complexity to 0.734 for grammatical accuracy. The correlations between the writing proficiency scores assigned by human raters and the BERT-based AES system were found to range from 0.661 for syntactic complexity to 0.713 for grammatical accuracy. The correlations between the writing proficiency scores given by human raters and the OCLL-based AES system ranged from 0.654 for cohesion to 0.721 for grammatical accuracy. These findings indicated an alignment between the assessments made by human raters and both the BERT-based and OCLL-based AES systems in terms of various aspects of writing proficiency.

Reliability of LLM-driven AES discriminating proficiency levels

After validating the reliability of the LLM’s annotation and scoring, the subsequent objective was to evaluate its ability to distinguish between various proficiency levels. For this analysis, a dataset of 686 individual essays was utilized. Table 10 presents a sample of the results, summarizing the means, standard deviations, and the outcomes of the one-way ANOVAs based on the measures assessed by the GPT-4 model. A post hoc multiple comparison test, specifically the Bonferroni test, was conducted to identify any potential differences between pairs of levels.

As the results reveal, seven measures presented linear upward or downward progress across the three proficiency levels. These were marked in bold in Table 10 and comprise one measure of lexical richness, i.e. MATTR (lexical diversity); four measures of syntactic complexity, i.e. MDD (mean dependency distance), MLC (mean length of clause), CNT (complex nominals per T-unit), CPC (coordinate phrases rate); one cohesion measure, i.e. word2vec cosine similarity and GER (grammatical error rate). Regarding the ability of the sixteen measures to distinguish adjacent proficiency levels, the Bonferroni tests indicated that statistically significant differences exist between the primary level and the intermediate level for MLC and GER. One measure of lexical richness, namely LD, along with three measures of syntactic complexity (VPT, CT, DCT, ACC), two measures of cohesion (SOPT, SOPK), and one measure of content elaboration (IMM), exhibited statistically significant differences between proficiency levels. However, these differences did not demonstrate a linear progression between adjacent proficiency levels. No significant difference was observed in lexical sophistication between proficiency levels.

To summarize, our study aimed to evaluate the reliability and differentiation capabilities of the LLM-driven AES method. For the first objective, we assessed the LLM’s ability to differentiate between test takers with varying levels of oral proficiency using precision, recall, F-Score, and quadratically-weighted kappa. Regarding the second objective, we compared the scoring outcomes generated by human raters and the LLM to determine the level of agreement. We employed quadratically-weighted kappa and Pearson correlations to compare the 16 writing proficiency measures for the individual essays. The results confirmed the feasibility of using the LLM for annotation and scoring in AES for nonnative Japanese. As a result, Research Question 1 has been addressed.

Comparison of BERT-, GPT-, OCLL-based AES, and linguistic-feature-based computation methods

This section aims to compare the effectiveness of five AES methods for nonnative Japanese writing, i.e. LLM-driven approaches utilizing BERT, GPT, and OCLL, linguistic feature-based approaches using Jess and JWriter. The comparison was conducted by comparing the ratings obtained from each approach with human ratings. All ratings were derived from the dataset introduced in Dataset . To facilitate the comparison, the agreement between the automated methods and human ratings was assessed using QWK and PRMSE. The performance of each approach was summarized in Table 11 .

The QWK coefficient values indicate that LLMs (GPT, BERT, OCLL) and human rating outcomes demonstrated higher agreement compared to feature-based AES methods (Jess and JWriter) in assessing writing proficiency criteria, including lexical richness, syntactic complexity, content, and grammatical accuracy. Among the LLMs, the GPT-4 driven AES and human rating outcomes showed the highest agreement in all criteria, except for syntactic complexity. The PRMSE values suggest that the GPT-based method outperformed linguistic feature-based methods and other LLM-based approaches. Moreover, an interesting finding emerged during the study: the agreement coefficient between GPT-4 and human scoring was even higher than the agreement between different human raters themselves. This discovery highlights the advantage of GPT-based AES over human rating. Ratings involve a series of processes, including reading the learners’ writing, evaluating the content and language, and assigning scores. Within this chain of processes, various biases can be introduced, stemming from factors such as rater biases, test design, and rating scales. These biases can impact the consistency and objectivity of human ratings. GPT-based AES may benefit from its ability to apply consistent and objective evaluation criteria. By prompting the GPT model with detailed writing scoring rubrics and linguistic features, potential biases in human ratings can be mitigated. The model follows a predefined set of guidelines and does not possess the same subjective biases that human raters may exhibit. This standardization in the evaluation process contributes to the higher agreement observed between GPT-4 and human scoring. Section Prompt strategy of the study delves further into the role of prompts in the application of LLMs to AES. It explores how the choice and implementation of prompts can impact the performance and reliability of LLM-based AES methods. Furthermore, it is important to acknowledge the strengths of the local model, i.e. the Japanese local model OCLL, which excels in processing certain idiomatic expressions. Nevertheless, our analysis indicated that GPT-4 surpasses local models in AES. This superior performance can be attributed to the larger parameter size of GPT-4, estimated to be between 500 billion and 1 trillion, which exceeds the sizes of both BERT and the local model OCLL.

Prompt strategy

In the context of prompt strategy, Mizumoto and Eguchi ( 2023 ) conducted a study where they applied the GPT-3 model to automatically score English essays in the TOEFL test. They found that the accuracy of the GPT model alone was moderate to fair. However, when they incorporated linguistic measures such as cohesion, syntactic complexity, and lexical features alongside the GPT model, the accuracy significantly improved. This highlights the importance of prompt engineering and providing the model with specific instructions to enhance its performance. In this study, a similar approach was taken to optimize the performance of LLMs. GPT-4, which outperformed BERT and OCLL, was selected as the candidate model. Model 1 was used as the baseline, representing GPT-4 without any additional prompting. Model 2, on the other hand, involved GPT-4 prompted with 16 measures that included scoring criteria, efficient linguistic features for writing assessment, and detailed measurement units and calculation formulas. The remaining models (Models 3 to 18) utilized GPT-4 prompted with individual measures. The performance of these 18 different models was assessed using the output indicators described in Section Criteria (output indicator) . By comparing the performances of these models, the study aimed to understand the impact of prompt engineering on the accuracy and effectiveness of GPT-4 in AES tasks.

Based on the PRMSE scores presented in Fig. 4 , it was observed that Model 1, representing GPT-4 without any additional prompting, achieved a fair level of performance. However, Model 2, which utilized GPT-4 prompted with all measures, outperformed all other models in terms of PRMSE score, achieving a score of 0.681. These results indicate that the inclusion of specific measures and prompts significantly enhanced the performance of GPT-4 in AES. Among the measures, syntactic complexity was found to play a particularly significant role in improving the accuracy of GPT-4 in assessing writing quality. Following that, lexical diversity emerged as another important factor contributing to the model’s effectiveness. The study suggests that a well-prompted GPT-4 can serve as a valuable tool to support human assessors in evaluating writing quality. By utilizing GPT-4 as an automated scoring tool, the evaluation biases associated with human raters can be minimized. This has the potential to empower teachers by allowing them to focus on designing writing tasks and guiding writing strategies, while leveraging the capabilities of GPT-4 for efficient and reliable scoring.

PRMSE scores of the 18 AES models.

This study aimed to investigate two main research questions: the feasibility of utilizing LLMs for AES and the impact of prompt engineering on the application of LLMs in AES.

To address the first objective, the study compared the effectiveness of five different models: GPT, BERT, the Japanese local LLM (OCLL), and two conventional machine learning-based AES tools (Jess and JWriter). The PRMSE values indicated that the GPT-4-based method outperformed other LLMs (BERT, OCLL) and linguistic feature-based computational methods (Jess and JWriter) across various writing proficiency criteria. Furthermore, the agreement coefficient between GPT-4 and human scoring surpassed the agreement among human raters themselves, highlighting the potential of using the GPT-4 tool to enhance AES by reducing biases and subjectivity, saving time, labor, and cost, and providing valuable feedback for self-study. Regarding the second goal, the role of prompt design was investigated by comparing 18 models, including a baseline model, a model prompted with all measures, and 16 models prompted with one measure at a time. GPT-4, which outperformed BERT and OCLL, was selected as the candidate model. The PRMSE scores of the models showed that GPT-4 prompted with all measures achieved the best performance, surpassing the baseline and other models.

In conclusion, this study has demonstrated the potential of LLMs in supporting human rating in assessments. By incorporating automation, we can save time and resources while reducing biases and subjectivity inherent in human rating processes. Automated language assessments offer the advantage of accessibility, providing equal opportunities and economic feasibility for individuals who lack access to traditional assessment centers or necessary resources. LLM-based language assessments provide valuable feedback and support to learners, aiding in the enhancement of their language proficiency and the achievement of their goals. This personalized feedback can cater to individual learner needs, facilitating a more tailored and effective language-learning experience.

There are three important areas that merit further exploration. First, prompt engineering requires attention to ensure optimal performance of LLM-based AES across different language types. This study revealed that GPT-4, when prompted with all measures, outperformed models prompted with fewer measures. Therefore, investigating and refining prompt strategies can enhance the effectiveness of LLMs in automated language assessments. Second, it is crucial to explore the application of LLMs in second-language assessment and learning for oral proficiency, as well as their potential in under-resourced languages. Recent advancements in self-supervised machine learning techniques have significantly improved automatic speech recognition (ASR) systems, opening up new possibilities for creating reliable ASR systems, particularly for under-resourced languages with limited data. However, challenges persist in the field of ASR. First, ASR assumes correct word pronunciation for automatic pronunciation evaluation, which proves challenging for learners in the early stages of language acquisition due to diverse accents influenced by their native languages. Accurately segmenting short words becomes problematic in such cases. Second, developing precise audio-text transcriptions for languages with non-native accented speech poses a formidable task. Last, assessing oral proficiency levels involves capturing various linguistic features, including fluency, pronunciation, accuracy, and complexity, which are not easily captured by current NLP technology.

Data availability

The dataset utilized was obtained from the International Corpus of Japanese as a Second Language (I-JAS). The data URLs: [ https://www2.ninjal.ac.jp/jll/lsaj/ihome2.html ].

J-CAT and TTBJ are two computerized adaptive tests used to assess Japanese language proficiency.

SPOT is a specific component of the TTBJ test.

J-CAT: https://www.j-cat2.org/html/ja/pages/interpret.html

SPOT: https://ttbj.cegloc.tsukuba.ac.jp/p1.html#SPOT .

The study utilized a prompt-based GPT-4 model, developed by OpenAI, which has an impressive architecture with 1.8 trillion parameters across 120 layers. GPT-4 was trained on a vast dataset of 13 trillion tokens, using two stages: initial training on internet text datasets to predict the next token, and subsequent fine-tuning through reinforcement learning from human feedback.

https://www2.ninjal.ac.jp/jll/lsaj/ihome2-en.html .

http://jhlee.sakura.ne.jp/JEV/ by Japanese Learning Dictionary Support Group 2015.

We express our sincere gratitude to the reviewer for bringing this matter to our attention.

On February 7, 2023, Microsoft began rolling out a major overhaul to Bing that included a new chatbot feature based on OpenAI’s GPT-4 (Bing.com).

Appendix E-F present the analysis results of the QWK coefficient between the scores computed by the human raters and the BERT, OCLL models.

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This research was funded by National Foundation of Social Sciences (22BYY186) to Wenchao Li.

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Li, W., Liu, H. Applying large language models for automated essay scoring for non-native Japanese. Humanit Soc Sci Commun 11 , 723 (2024). https://doi.org/10.1057/s41599-024-03209-9

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