Using artificial intelligence to foster students’ writing feedback literacy, engagement, and outcome: a case of Wordtune application

Rad, Hanieh Shafiee; Alipour, Rasoul; Jafarpour, Aliakbar

doi:10.1080/10494820.2023.2208170

Cited by 35 publications

(12 citation statements)

References 51 publications

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“…In summary, generative AI tools literacy in EFL writing tasks stem from their efficiency, versatility, reliability, adaptability, and the continuous positive feedback loop created by successful experiences, positioning these tools as valuable assets that enhance the overall learning and writing experience for language learners. The current result coincides with the review of literature that emphasizes the role of generative AI tools in optimizing education in general and English language learning in particular [19,20,24,22,21].…”

Section: Discussion 1 Rq1: What Are the Efl Learners' Generative Ai T...supporting

confidence: 88%

“…Key discoveries highlighted its ability to offer immediate feedback on written work, support the expansion of vocabulary, generate writing concepts, and provide instant feedback on writing, ultimately boosting students' confidence. Rad et al [22] investigated the enhancement of writing feedback literacy, engagement, and outcomes among Iranian diploma students by employing Wordtune, an AI-enhanced tool. The study revealed significant improvements in the students' writing outcomes, engagement levels, and feedback literacy as a result of utilizing Wordtune.…”

Section: Impact Of Ai Applications On Learning Writing Skillsmentioning

confidence: 99%

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Generative Artificial Intelligence in the EFL Writing Context: Students' Literacy in Perspective

Alzubi

2024

QAJ

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The birth of generative artificial intelligence (AI) has the potential of developing language learners' English as a foreign language (EFL) writing skills; however, there is a substantial need to ensure that these learners are literate of generative AI-based tools and their potential to enhance learning writing skills. Therefore, the study aims to detect language learners' generative AI literacy in learning EFL writing skills. To achieve this purpose, the descriptive-survey method was used; (278) respondents completed a 30-closed item questionnaire and answered three questions in a semi-structured interview. The results showed that language learners’ generative AI tools literacy in the EFL writing context is at a medium level. Also, the study sample’s responses were not affected by their specialization, but by their GPA and mastery level of using generative AI tools in learning EFL writing skills did impact their responses. The analysis of the interviews revolved around three major themes: Challenges, affordance, and suggestions. In light of the findings, recommendations and suggestions are presented.

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Section: Discussion 1 Rq1: What Are the Efl Learners' Generative Ai T...supporting

confidence: 88%

Section: Impact Of Ai Applications On Learning Writing Skillsmentioning

confidence: 99%

Generative Artificial Intelligence in the EFL Writing Context: Students' Literacy in Perspective

Alzubi

2024

QAJ

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“…The results of the deductive coding have shed insightful light on the manner in which the different AWE tools supported the development of students' feedback literacy. Overall, our results complemented the quantitative work of Rad et al (2023), who found a statistically significant increase in the feedback literacy of a class using an AI-powered application as their AWE tool since our qualitative data are able to provide a further description of how it comes about. Firstly, under "Commits to feedback as improvement," ChatGPT as an AWE tool seems to constitute a discovery for most students and awakens a sense of adventure in both present and future use.…”

Section: Discussionsupporting

confidence: 79%

“…The results revealed that, although only a small percentage of the students availed of the tool, those who used it commended it for its capability of rating and commenting on the usefulness of the feedback. Next, Rad et al (2023) investigated the deployment of Wordtune, an AI-based writing editor application, to enhance the feedback literacy, engagement, and writing outcome of 46 Iranian ESL (English as a Second Language) students. The quantitative data demonstrated the superiority of Wordtune in promoting the feedback literacy, engagement, and achievement of the students in the experimental group.…”

Section: Feedback Literacymentioning

confidence: 99%

Leveraging the potential of ChatGPT as an automated writing evaluation (AWE) tool: Students' feedback literacy development and AWE tools integration framework

Gozali,

Wijaya,

Lie

et al. 2024

JALTCALL

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This study examines the use of ChatGPT, in conjunction with other applications, Grammarly and Quillbot, as an Automated Writing Evaluation (AWE) tool in a Recount and Narrative essay course for 18 English as a Foreign Language (EFL) students in Indonesia. The primary objective was to investigate the impact of these tools on the development of learners' feedback literacy. A single, qualitative case study design was employed, gathering students' voices through a semi-structured interview, reflective journals, and artifacts comprising writing e-portfolios and the feedback evidence. The data analysis utilized an inductive-deductive approach to identify themes and patterns in the qualitative data. The findings revealed that the AWE tools complemented each other in supporting almost all aspects of students' feedback literacy, with "feedback processing" being the aspect that ChatGPT could potentially enhance or diminish, contingent upon students' feedback-seeking behavior. Furthermore, as the result of the inductive coding of the qualitative data, the study offers an "AWE Tools Integration Framework," namely six elements that educators could consider when incorporating AWE tools, notably the generative AI, in their writing classes. This study concluded with a call for greater support of students' digital literacy, equal access to technology, and ethical use of Artificial Intelligence in the classroom.

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“…Computermediated feedback has evolved as a potential solution to this problem in writing classrooms (Taskiran & Goksel, 2022;Yamashita, 2021), especially in institutions of higher education in countries where students have access to portable computing devices and the Internet (Mahapatra, 2021). Globally, artificial intelligence (AI)-driven automated feedback is fast becoming a norm (Rad et al, 2023). Based on a large language model, ChatGPT, a relatively new addition to the repertoire of AI tools, can provide meaningful writing samples (Barrot, 2023), adjust the difficulty level of texts matching leaners' proficiency level (Bonner et al, 2023), offer advice regarding various structural aspects of a text and translate it (Imran & Almusharraf, 2023), and facilitate guided writing (Kohnke et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study

Mahapatra

2024

Smart Learn. Environ.

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This paper presents a study on the impact of ChatGPT as a formative feedback tool on the writing skills of undergraduate ESL students. Since artificial intelligence-driven automated writing evaluation tools positively impact students’ writing, ChatGPT, a generative artificial intelligence-propelled tool, can be expected to have a more substantial positive impact. However, very little empirical evidence regarding the impact of ChatGPT on writing is available. The current mixed methods intervention study tried to address this gap. Data were collected from tertiary level ESL students through three tests and as many focus group discussions. The findings indicate a significant positive impact of ChatGPT on students' academic writing skills, and students’ perceptions of the impact were also overwhelmingly positive. The study strengthens and advances theories of feedback as a dialogic tool and ChatGPT as a reliable writing tool, and has practical implications. With proper student training, ChatGPT can be a good feedback tool in large-size writing classes. Future researchers can investigate the impact of ChatGPT on various specific genres and micro aspects of writing.

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Using artificial intelligence to foster students’ writing feedback literacy, engagement, and outcome: a case of Wordtune application

Cited by 35 publications

References 51 publications

Generative Artificial Intelligence in the EFL Writing Context: Students' Literacy in Perspective

Generative Artificial Intelligence in the EFL Writing Context: Students' Literacy in Perspective

Leveraging the potential of ChatGPT as an automated writing evaluation (AWE) tool: Students' feedback literacy development and AWE tools integration framework

Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study

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