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| The Journal of Asia TEFL |
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| Volume 21 Number 2, Summer 2024, Pages 270-519 |
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Exploring the Use of ChatGPT as a Tool for Written Corrective Feedback in an EFL Classroom
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Ho Sze Long
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The study aims at exploring cognitive factors that might have an impact on the effect of the use of ChatGPT as a writing feedback giving tool. Five Form four students in a Band two secondary school in Hong Kong participated in the study. In each meeting session, they were asked to write a writing task and revise it based on the feedback received from ChatGPT. To understand more about the cognitive processes involved when the feedback is processed, a stimulated recall interview was conducted after each revision process. In the fourth meeting, some questions regarding how they feel about the use of this kind of feedback were asked. Two factors were found to be related to the effectiveness of the WCF: (1) whether the feedback could be processed with understanding; (2) whether the learners can pay enough attention to the areas for improvement provided by the feedback the next time they write. Students generally value the use of feedback but admitted that sometimes failing to understand the feedback or pay enough attention to the language items targeted. Further research into the effect of ChatGPT as a writing feedback giving tool with variation can help teachers make pedagogical decisions to maximize the effect of the feedback.
Keywords: EFL, writing, written corrective feedback (WCF), ChatGPT, AI tools, cognitive processing, Hong Kong |
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The Journal of Asia TEFL
