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A study on incorporating digital writing into English classes

김선영
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2024.12|영어교육연구 (English Language Teaching)|제36권 제4호|pp. 43-63|DOI 10.17936/pkelt.2024.36.4.003

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참고문헌

키워드

writing processcorrective feedbackonline communication channeldigital writingwriting practices
주제분류영어와문학

초록

This study explored the role of an online communication channel by examining the writing tasksperformed under three different conditions: handwriting, PC-based writing, and ChatGPT-basedwriting. From a socio-cognitive perspective, information teleology in ESL writing classes interactswith the writing process in the domains of individual and social practices, leading to writingprogress. A mixed-methods approach was conducted to interpret a quantitative analysis obtainedfrom college learners’ writing outputs. The results are as follows. First, no significant difference inmean scores between handwriting and PC-based writing was found, indicating that, at best, PCbased writing had a higher score in one area among the five NECAP categories. Second, ChatGPTbased writing outperformed the other two writing tasks, handwriting and PC-based writing, provingto be a powerful composing tool. However, ChatGPT played a limited role in facilitating correctivefeedback during the writing practices. Students made little use of the AI as a feedback tool toimprove various aspects of writing such as content and organization. This paper argues thatChatGPT needs to be incorporated into traditional writing classes to enhance the quality ofcorrective feedback.

Abstract

This study explored the role of an online communication channel by examining the writing tasksperformed under three different conditions: handwriting, PC-based writing, and ChatGPT-basedwriting. From a socio-cognitive perspective, information teleology in ESL writing classes interactswith the writing process in the domains of individual and social practices, leading to writingprogress. A mixed-methods approach was conducted to interpret a quantitative analysis obtainedfrom college learners’ writing outputs. The results are as follows. First, no significant difference inmean scores between handwriting and PC-based writing was found, indicating that, at best, PCbased writing had a higher score in one area among the five NECAP categories. Second, ChatGPTbased writing outperformed the other two writing tasks, handwriting and PC-based writing, provingto be a powerful composing tool. However, ChatGPT played a limited role in facilitating correctivefeedback during the writing practices. Students made little use of the AI as a feedback tool toimprove various aspects of writing such as content and organization. This paper argues thatChatGPT needs to be incorporated into traditional writing classes to enhance the quality ofcorrective feedback.

참고문헌 (65)

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