Exploring second language writers’ engagement with ChatGPT feedback: Revision behaviors and perceptions

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-09-11 DOI:10.1016/j.system.2025.103837

Behice Ceyda Cengiz , Zeynep Bilki , Amine Hatun Ataş , Berkan Celik

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引用次数: 0

Abstract

While recent research underlines ChatGPT's potential as a second language (L2) writing feedback tool, its effectiveness and role in engaging L2 writers require further investigation. This study explores how English as a Foreign Language (EFL) writers engage with ChatGPT feedback by analyzing their revision behaviors and perceptions of its effectiveness in revising their opinion essays. Using a convergent parallel mixed methods design, the study involved 25 B1-level EFL students from a university in Türkiye. Data were collected through essay drafts, change tracker sheets, a questionnaire, and interviews. The descriptive and thematic analysis of essays, change tracker sheets, and interviews revealed that most content and language feedback was accepted, while organization feedback received mixed engagement of acceptance and rejection. Students were more likely to accept language use feedback than content or organization feedback, often incorporating ChatGPT's revisions directly. For content feedback, the most common revision operations were additions and substitutions while more than a third of the revisions in response to organization feedback involved no corrections. Correction was the most frequent revision operation for language use feedback. Questionnaire and interview analyses further revealed that while ChatGPT feedback was generally well-received and considered beneficial for writing improvement, students faced challenges related to feedback length, specificity, advanced language, and misunderstandings. This study provides valuable insights into how EFL students interact with ChatGPT-generated feedback, highlighting both its potential to support L2 writing development and the challenges that may limit its effectiveness.

查看原文本刊更多论文

探索第二语言作者对ChatGPT反馈的参与：修改行为和感知

虽然最近的研究强调了ChatGPT作为第二语言写作反馈工具的潜力，但它在吸引第二语言作者方面的有效性和作用还需要进一步的研究。本研究通过分析作为外语的英语作者的修改行为和对ChatGPT在修改观点文章中的有效性的看法，探讨了他们是如何利用ChatGPT反馈的。本研究采用收敛平行混合方法设计，研究对象为25名来自新西兰一所大学的b1级英语学生。通过论文草稿、变更跟踪表、问卷调查和访谈收集数据。论文的描述性和专题分析、变化跟踪表和访谈显示，大多数内容和语言反馈被接受，而组织反馈则接受和拒绝的混合参与。学生更容易接受语言使用的反馈，而不是内容或组织的反馈，经常直接结合ChatGPT的修订。对于内容反馈，最常见的修订操作是添加和替换，而响应组织反馈的三分之一以上的修订不涉及更正。更正是语言使用反馈中最常见的修改操作。问卷调查和访谈分析进一步显示，虽然ChatGPT反馈普遍受到欢迎，并被认为有助于写作的提高，但学生们在反馈的长度、特异性、高级语言和误解方面面临挑战。本研究对英语学生如何与chatgpt生成的反馈互动提供了有价值的见解，突出了其支持第二语言写作发展的潜力和可能限制其有效性的挑战。

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

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.