Investigating Student Perspectives in the Utilization of AI-Driven Writing Feedback Tools
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This study evaluated students' perspectives on the use of technology-based feedback tools. A total of 48 students majoring in English education participated in the study. A set of 30 questions was employed to capture their insights. Closed-ended questions were subjected to Excel analysis for mean scores and standard deviations, while content analysis was applied to open-ended responses. The outcomes revealed that the most valuable aspect of these tools was their grammar checking functionality, and students expressed a general satisfaction with the feedback provided. However, students reported instances where the tools misunderstood their intended meaning or suggested inappropriate corrections. Despite their effectiveness being perceived as equal, there was still a preference for traditional feedback, which was considered more beneficial than technological tools. Addressing concerns about plagiarism, participants expressed a nuanced stance, as reflected in a mean score of 3.65. A significant 85.1% of the participants felt educational institutions need to offer guidelines or training on the effective use of these tools, particularly in the context of plagiarism detection.
Abstract
This study evaluated students' perspectives on the use of technology-based feedback tools. A total of 48 students majoring in English education participated in the study. A set of 30 questions was employed to capture their insights. Closed-ended questions were subjected to Excel analysis for mean scores and standard deviations, while content analysis was applied to open-ended responses. The outcomes revealed that the most valuable aspect of these tools was their grammar checking functionality, and students expressed a general satisfaction with the feedback provided. However, students reported instances where the tools misunderstood their intended meaning or suggested inappropriate corrections. Despite their effectiveness being perceived as equal, there was still a preference for traditional feedback, which was considered more beneficial than technological tools. Addressing concerns about plagiarism, participants expressed a nuanced stance, as reflected in a mean score of 3.65. A significant 85.1% of the participants felt educational institutions need to offer guidelines or training on the effective use of these tools, particularly in the context of plagiarism detection.
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