The impact of ChatGPT feedback on the development of EFL students’ writing skills
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F24%3A50021729" target="_blank" >RIV/62690094:18450/24:50021729 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/full/10.1080/2331186X.2024.2410101" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/2331186X.2024.2410101</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/2331186X.2024.2410101" target="_blank" >10.1080/2331186X.2024.2410101</a>
Alternative languages
Result language
angličtina
Original language name
The impact of ChatGPT feedback on the development of EFL students’ writing skills
Original language description
This study investigates the effectiveness of ChatGPT feedback in enhancing the writing skills of Gen Z students, who constitute a significant portion of today’s global population. Utilizing a mixed-methods approach, the research explores both quantitative and qualitative aspects of students’ interactions with ChatGPT in the context of foreign language education. A quasi-experimental design was employed, involving 110 university students learning English as a Foreign Language (EFL). Through pre-tests, post-tests, questionnaires, and focus group interviews, the impact of ChatGPT feedback on students’ writing proficiency was evaluated. Quantitative analysis revealed significant improvements in various aspects of writing, including conciseness, grammar, inclusion of key information, and the use of passive voice, following ChatGPT feedback. Qualitative insights from focus group interviews corroborated these findings, with students expressing positive perceptions of ChatGPT's role in enhancing their writing skills. Overall, the study demonstrates the potential of ChatGPT as an innovative educational tool for fostering writing proficiency among Gen Z students. The findings underscore the importance of integrating AI-driven technologies into language learning processes to meet the evolving needs of contemporary learners.
Czech name
—
Czech description
—
Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
—
Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Cogent Education
ISSN
2331-186X
e-ISSN
2331-186X
Volume of the periodical
11
Issue of the periodical within the volume
1
Country of publishing house
GB - UNITED KINGDOM
Number of pages
12
Pages from-to
"Article Number: 2410101"
UT code for WoS article
001326683200001
EID of the result in the Scopus database
—