Incorporating ChatGPT as an automated written corrective feedback tool into L2 writing class
DOI:
https://doi.org/10.54475/jlt.2024.024Keywords:
L2 writing, written corrective feedback, automated written corrective feedback, ChatGPT, automated writing evaluation toolsAbstract
This review focuses on the use of automated written corrective feedback (AWCF) tools, particularly ChatGPT, in second language (L2) writing instruction. Writing is essential but challenging for L2 learners, and feedback plays a crucial role in enhancing writing skills. However, traditional teacher-provided written corrective feedback (WCF) faces challenges such as time constraints, cognitive overload, and inconsistency, especially in large classes. AWCF tools like Grammarly, Criterion, and ChatGPT help overcome these limitations by providing immediate and comprehensive feedback. The review begins by discussing the role of WCF in L2 writing, while highlighting the challenges associated with traditional feedback provision methods. It then explores the benefits and limitations of AWCF tools based on existing studies, noting their ability to offer instant feedback, reduce teachers’ workload, and motivate learners. Focusing on ChatGPT, the review highlights its ability to generate contextually appropriate and personalized feedback. ChatGPT offers several advantages, including promoting learner autonomy, enhancing feedback literacy, and improving writing quality by providing immediate corrections and suggestions. Learners have also shown positive perceptions of ChatGPT’s feedback in addressing grammatical errors and improving writing complexity.
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