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Exploring the Use of ChatGPT as a Tool for Written Corrective Feedback in an EFL Classroom

Ho Sze Long
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2024.06|Journal of Asia TEFL|제21권 제2호|pp. 397-412|DOI http://dx.doi.org/10.18823/asiatefl.2024.21.2.8.397

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참고문헌

키워드

cognitive processingwritingChatGPTEFLHong Kongwritten corrective feedback (WCF)AI tools

초록

這項研究旨在探討可能影響ChatGPT作為寫作反饋工具效果的認知因素。研究參與者為香港一 所第二組別中學的五名中四學生。在每次會面中，他們被要求完成一項寫作任務，並根據從 ChatGPT收到的反饋進行修改。為了了解反饋處理過程中涉及的認知過程，在每次修改過程後， 學生均參加刺激回憶訪談。在第四次會面中，他們亦被問及對這種反饋使用感受。此項研究發 現兩個與寫作反饋效果相關的因素：（1）反饋能否被理解；（2）學習者能否在下次寫作時， 對反饋提供的改進方面，給予足夠的關注。學生們普遍重視反饋的使用，但承認有時無法理解 反饋或未能足夠關注反饋所針對的語言項目。建議進一步研究ChatGPT作為寫作反饋工具及其 不同的應用方法，有助於教師做出教學決策，以最大程度發揮反饋的效果。

Abstract

The study aims at exploring cognitive factors that might have an impact on the effect of the use of ChatGPT as a writing feedback giving tool. Five Form four students in a Band two secondary school in Hong Kong participated in the study. In each meeting session, they were asked to write a writing task and revise it based on the feedback received from ChatGPT. To understand more about the cognitive processes involved when the feedback is processed, a stimulated recall interview was conducted after each revision process. In the fourth meeting, some questions regarding how they feel about the use of this kind of feedback were asked. Two factors were found to be related to the effectiveness of the WCF: (1) whether the feedback could be processed with understanding; (2) whether the learners can pay enough attention to the areas for improvement provided by the feedback the next time they write. Students generally value the use of feedback but admitted that sometimes failing to understand the feedback or pay enough attention to the language items targeted. Further research into the effect of ChatGPT as a writing feedback giving tool with variation can help teachers make pedagogical decisions to maximize the effect of the feedback.

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