Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement

IF 5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing Pub Date : 2024-07-29 DOI:10.1016/j.jslw.2024.101130

Svetlana Koltovskaia , Payam Rahmati , Hooman Saeli

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引用次数: 0

Abstract

Amidst the growing hype surrounding ChatGPT and its use for writing purposes, numerous studies have emerged, but there has been limited emphasis on investigating how individual students utilize it for text revision. Against this backdrop, the present study examined how six Iranian graduate ESL students from STEM fields engaged with ChatGPT when revising their academic research proposals. The study employed a tripartite multidimensional framework encompassing behavioral, cognitive, and affective aspects of engagement. Behavioral engagement was analyzed by studying students’ texts and their screencasts using ChatGPT for text revision. Cognitive and affective engagement were evaluated through students’ comments during stimulated recall of the screencasts, along with semi-structured interviews and follow-up surveys. The findings show that participants used ChatGPT behaviorally for lower-order concerns, relying on a training prompt. While they generally noticed and comprehended the feedback, they expressed doubts regarding its accuracy whenever necessary, implying a reasonably high level of cognitive engagement. Affective engagement revealed high satisfaction, with participants' favoring ChatGPT for paraphrasing to enhance professionalism in writing. The research offers insights for educators on how to effectively integrate ChatGPT into L2 writing classrooms.

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研究生使用 ChatGPT 修订学术文本：行为、认知和情感参与

在围绕 ChatGPT 及其在写作中的应用的热潮中，出现了许多研究，但对学生个人如何利用 ChatGPT 进行文本修改的研究却很有限。在此背景下，本研究考察了六名来自 STEM 领域的伊朗 ESL 研究生在修改学术研究提案时如何使用 ChatGPT。研究采用了一个三方多维框架，包括行为、认知和情感方面的参与。通过研究学生的文本和他们使用 ChatGPT 进行文本修改的截屏，对行为参与进行了分析。认知和情感参与则通过学生对截屏内容的刺激回忆评论、半结构式访谈和后续调查进行评估。研究结果表明，学员在行为上使用 ChatGPT 解决低阶问题，依赖于训练提示。虽然他们一般都能注意到并理解反馈，但在必要时也会对其准确性表示怀疑，这意味着他们的认知参与程度相当高。情感参与显示出较高的满意度，参与者更喜欢用 ChatGPT 进行转述，以提高写作的专业性。这项研究为教育工作者提供了如何有效地将 ChatGPT 整合到 L2 写作课堂的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Second Language Writing LINGUISTICS-

CiteScore

8.80

自引率

13.10%

发文量

审稿时长

59 days

期刊介绍： The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, L2 writers'' composing processes, features of L2 writers'' texts, readers'' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, or instruction.