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Generative AI in L2 upper secondary education : A qualitative study on two students’ experience and attitudes working with AI generated feedback

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Název: Generative AI in L2 upper secondary education : A qualitative study on two students’ experience and attitudes working with AI generated feedback
Autoři: Stark, Johanna
Informace o vydavateli: Umeå universitet, Institutionen för språkstudier, 2025.
Rok vydání: 2025
Témata: AIED, Studier av enskilda språk, AI-generated feedback, AI, AI in education, Studies of Specific Languages
Popis: This study examines how two upper secondary students engage with generative AI tools, specifically AI-generated feedback by ChatGPT, to support their revision work in an argumentative writing task, focusing on specific aspects of paragraph writing. Through screen recordings, writing samples and interviews, the study examines the types of revisions students make, their interactions with the tool and their attitudes toward its use. Findings suggest that AI-generated feedback can be a valuable supplement to traditional instruction, but its effectiveness is likely to depend on the students’ language proficiency and their understanding of how to apply AI-generated feedback constructively. The study also highlights the need for clear teacher guidance to prevent misuse and foster productive learning with AI tools.
Druh dokumentu: Bachelor thesis
Popis souboru: application/pdf
Jazyk: English
Přístupová URL adresa: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-240689
Přístupové číslo: edsair.od.......264..b5ee40ed572e5d0da4ca2c912b1103c5
Databáze: OpenAIRE
Popis
Abstrakt:This study examines how two upper secondary students engage with generative AI tools, specifically AI-generated feedback by ChatGPT, to support their revision work in an argumentative writing task, focusing on specific aspects of paragraph writing. Through screen recordings, writing samples and interviews, the study examines the types of revisions students make, their interactions with the tool and their attitudes toward its use. Findings suggest that AI-generated feedback can be a valuable supplement to traditional instruction, but its effectiveness is likely to depend on the students’ language proficiency and their understanding of how to apply AI-generated feedback constructively. The study also highlights the need for clear teacher guidance to prevent misuse and foster productive learning with AI tools.