ChatGPT와 영어원어민 교사의 대학생 영어 글쓰기 피드백 비교 연구
A Comparative Study on ChatGPT and Native English Teachers’ Feedback on College Students’ English Writing
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초록
The purpose of this study is to analyze and compare the feedback forms of ChatGPT and native English teachers on writing errors of English learners. Twelve Korean college students provided their English writings, and ChatGPT, along with two native English teachers, identified writing errors and provided feedback on them. The identified errors were classified into four types (i.e., content, grammar, organization and mechanics) and matched into five feedback forms (i.e., removing, adding, replacing, reordering, and comment). The results showed that ChatGPT most frequently identified ‘content errors’, whereas native English teachers primarily pointed out ‘grammatical errors’, and that both ChatGPT and native English teachers use ‘replacing’ most frequently, followed by ‘adding’, ‘reordering’, ‘removing’ and ‘comment’ in order. The results also showed that ChatGPT provided a much lower frequency of feedback on one of the organization errors, paragraph composition, than native English teachers. Pedagogical implications and directions for further research will be discussed.
Abstract
The purpose of this study is to analyze and compare the feedback forms of ChatGPT and native English teachers on writing errors of English learners. Twelve Korean college students provided their English writings, and ChatGPT, along with two native English teachers, identified writing errors and provided feedback on them. The identified errors were classified into four types (i.e., content, grammar, organization and mechanics) and matched into five feedback forms (i.e., removing, adding, replacing, reordering, and comment). The results showed that ChatGPT most frequently identified ‘content errors’, whereas native English teachers primarily pointed out ‘grammatical errors’, and that both ChatGPT and native English teachers use ‘replacing’ most frequently, followed by ‘adding’, ‘reordering’, ‘removing’ and ‘comment’ in order. The results also showed that ChatGPT provided a much lower frequency of feedback on one of the organization errors, paragraph composition, than native English teachers. Pedagogical implications and directions for further research will be discussed.
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