Exploring ChatGPT-supported teacher feedback in the EFL context

IF 5.4 3区材料科学 Q2 CHEMISTRY, PHYSICAL

ACS Applied Energy Materials Pub Date : 2024-09-30 DOI:10.1016/j.system.2024.103502

Jining Han , Mimi Li

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Abstract

This study investigates the ChatGPT-supported teacher feedback in the Chinese tertiary EFL context and explores an innovative AI-aided writing pedagogy by integrating ChatGPT into teacher writing feedback provisions to alleviate the challenges of teacher feedback in a large class, which were reported in previous research. The participants of this study were four instructors and 102 students from two undergraduate classes in the world language education program. The students completed two writing tasks: an argumentative essay and an expository essay; then, the instructors provided detailed feedback on their essays based on the ChatGPT feedback. Two prompts were provided to ChatGPT after the training: 1) corrective feedback drawing on Ferris's (2006)15 types of common errors and 2) holistic rhetorical feedback. Afterwards, the teachers adapted the ChatGPT feedback and shared the detailed individualized writing feedback with each student. We closely examined the types and features of ChatGPT-supported teacher feedback and how EFL students incorporate this feedback into their writing revisions. The findings indicate that the ChatGPT-supported teacher feedback addressed diverse error categories and included helpful comments on the overall rhetoric. Moreover, the students incorporated more of the feedback into their revisions across tasks, which reflects their deeper engagement with the feedback content. This study notes the importance of an “AI + Teacher” model that leverages the analytical strengths of AI while maintaining essential teacher‒student interactions. This new approach of ChatGPT-supported teacher feedback has great potential in L2 writing feedback provision and will shed novel light on the writing pedagogy with the aid of AIin the digital era.

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在英语语言环境中探索由 ChatGPT 支持的教师反馈

本研究调查了 ChatGPT 在中国高等院校 EFL 背景下支持教师反馈的情况，并探索了一种创新的人工智能辅助写作教学法，将 ChatGPT 整合到教师写作反馈规定中，以减轻教师在大班反馈中遇到的挑战。本研究的参与者是世界语言教育专业两个本科班的四名教师和 102 名学生。学生们完成了两个写作任务：一篇议论文和一篇说明文；然后，指导教师根据 ChatGPT 的反馈意见对他们的作文提供了详细的反馈。培训结束后，教师为 ChatGPT 提供了两个提示：1）借鉴 Ferris（2006）15 的常见错误类型提供纠正反馈；2）提供整体修辞反馈。之后，教师对 ChatGPT 的反馈进行了调整，并与每位学生分享了详细的个性化写作反馈。我们仔细研究了由 ChatGPT 支持的教师反馈的类型和特点，以及 EFL 学生如何将这些反馈融入他们的写作修改中。研究结果表明，由 ChatGPT 支持的教师反馈涉及不同的错误类别，包括对整体修辞的有益评论。此外，学生们将更多的反馈纳入了他们的修改任务中，这反映了他们对反馈内容的深入参与。这项研究指出了 "人工智能+教师 "模式的重要性，这种模式既能利用人工智能的分析优势，又能保持必要的师生互动。这种由 ChatGPT 支持的教师反馈新方法在提供 L2 写作反馈方面具有巨大潜力，并将为数字时代借助人工智能的写作教学法带来新的启示。

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

ACS Applied Energy Materials Materials Science-Materials Chemistry

CiteScore

10.30

自引率

6.20%

发文量

1368

期刊介绍： ACS Applied Energy Materials is an interdisciplinary journal publishing original research covering all aspects of materials, engineering, chemistry, physics and biology relevant to energy conversion and storage. The journal is devoted to reports of new and original experimental and theoretical research of an applied nature that integrate knowledge in the areas of materials, engineering, physics, bioscience, and chemistry into important energy applications.