The Effects of ChatGPT-Assisted Teacher Feedback on Korean College Students’ English Writing
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This study investigates the impact of ChatGPT-assisted teacher feedback on the writing skills and motivation of Korean EFL learners, compared to traditional teacher feedback, in two English composition classes at a Korean university. 41 Korean EFL university students were divided into two groups: 20 students in the control group received traditional teacher feedback whereas 21 students in the experimental group received ChatGPT-assisted teacher feedback. Data was collected through writing samples, questionnaires and interviews. To assess the students’ writing skills, pre- and post-tests of writing were administered as well as a survey questionnaire and interviews about their motivation and perceptions of the use of ChatGPT. Students were individually interviewed to examine the influence of ChatGPT-assisted teacher feedback in the revision process. There were statistically significant differences in learners’ writing performance between pre- and post-test scores in both groups. Results revealed that both feedback styles were efficient for an improvement of the learners’ writing ability. However, the two groups were distinguished in terms of their perceptions and attitudes to feedback practices. The control group was motivated with the teacher’s context-specific feedback on content while the experimental group was demotivated with ChatGPT’s hallucinated feedback. This study implicates the effectiveness of using ChatGPT as a supplemental tool for constructive feedback on the revision process with EFL Korean university learners.
Abstract
This study investigates the impact of ChatGPT-assisted teacher feedback on the writing skills and motivation of Korean EFL learners, compared to traditional teacher feedback, in two English composition classes at a Korean university. 41 Korean EFL university students were divided into two groups: 20 students in the control group received traditional teacher feedback whereas 21 students in the experimental group received ChatGPT-assisted teacher feedback. Data was collected through writing samples, questionnaires and interviews. To assess the students’ writing skills, pre- and post-tests of writing were administered as well as a survey questionnaire and interviews about their motivation and perceptions of the use of ChatGPT. Students were individually interviewed to examine the influence of ChatGPT-assisted teacher feedback in the revision process. There were statistically significant differences in learners’ writing performance between pre- and post-test scores in both groups. Results revealed that both feedback styles were efficient for an improvement of the learners’ writing ability. However, the two groups were distinguished in terms of their perceptions and attitudes to feedback practices. The control group was motivated with the teacher’s context-specific feedback on content while the experimental group was demotivated with ChatGPT’s hallucinated feedback. This study implicates the effectiveness of using ChatGPT as a supplemental tool for constructive feedback on the revision process with EFL Korean university learners.
참고문헌 (13)
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