Since its launch in November, 202d2, ChatGPT, has immediately garnered English as a Second/Foreign Language (ESL/EFL) writing scholars’ attention. Many ESL/EFL writing researchers have explored the affordances and pitfalls of this AI-powered chatbot. Current research has shown four promising research strands for incorporating ChatGPT into the ESL/EFL writing context, with two focusing on generating and processing feedback (Li, 2024). Both foci demonstrate that ChatGPT can be used to generate quality feedback based on evaluation criteria to help L2 writers improve their writing before, during, and after the composing process (Su, et al., 2023). Drawing on this line of research, this study aims to examine how 18 first-year university students engage with language feedback by ChatGPT on their 1st drafts of three academic paragraphs in an EFL writing class. The preliminary quantitative results show that the most common type of revision made by this group of students according to ChatGPT feedback is substitution at the word level, suggesting that they were more concerned about using academic vocabulary in their writing. The preliminary qualitative analysis of students’ reflection journals shows that students differed in their cognitive and affective engagement with language feedback by ChatGPT. Pedagogical strategies for enhancing students’ informed use of language feedback by ChatGPT are discussed.

Authors:
Hui-Tzu Min, National Cheng Kung University, Taiwan

About the Presenter(s)
Hui-Tzu Min is Distinguished Professor of Department of Foreign Languages and Literature at National Cheng Kung University in Taiwan. Her research areas are peer review training and student feedback literacy in second language writing.

Connect on ResearchGate
https://www.researchgate.net/Hui-TzuMin

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