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A prompted path to training ChatGPT for targeted feedback on B1-level paragraph writing in relation to student uptake ; B1 seviyesindeki paragraflara hedefe yönelik geri bildirim vermek için ChatGPT’yi eğitme süreci ve öğrencilerin geri bildirimi kullanımı

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Titel: A prompted path to training ChatGPT for targeted feedback on B1-level paragraph writing in relation to student uptake ; B1 seviyesindeki paragraflara hedefe yönelik geri bildirim vermek için ChatGPT’yi eğitme süreci ve öğrencilerin geri bildirimi kullanımı
Autoren: Yıldırımer, Gülçin
Weitere Verfasser: Hatipoğlu, Çiler, Department of English Language Teaching
Verlagsinformationen: Middle East Technical University
Publikationsjahr: 2025
Schlagwörter: AI-generated feedback, ChatGPT, prompt engineering, EFL writing, student uptake, Arbis Subjects::Social Sciences and Humanities, Arbis Subjects::Social Sciences and Humanities::Education, Arbis Subjects::Social Sciences and Humanities::Education::Education in Foreign Languages
Beschreibung: This study aimed to explore the general performance of trained ChatGPT in providing feedback on B1-level EFL students' paragraph writing and examine students' uptake patterns of AI-generated feedback. ChatGPT 4o was systematically trained through a five-phase prompt engineering process to provide structured feedback on both local and global errors in student paragraphs. Data were collected from 24 participants through student paragraphs, ChatGPT-generated feedback, and think-aloud protocols. The study examined (1) the overall performance of trained ChatGPT in identifying and addressing both local (language use and mechanics) and global (content and organization) writing issues, (2) the extent to which learners utilized this feedback in their revisions, alongside the reasons for unattempted revisions. The findings revealed that the trained ChatGPT consistently provided criteria-based, structured feedback addressing both local and global writing aspects with an appropriate supportive tone for B1 learners. The model also demonstrated high accuracy in feedback provision; however, there were also instances of inaccurate or unidentified feedback. Moreover, students engaged most with feedback provided for local issues, while uptake of global feedback was comparatively limited. In addition, think-aloud protocols identified two primary reasons for unattempted revisions: comprehension difficulties and disagreement with ChatGPT’s assessment. This research aims to contribute to understanding AI-assisted writing feedback and provide practical insights into integrating AI feedback into L2 writing pedagogy. ; Bu çalışma, eğitilmiş ChatGPT’nin B1 düzeyindeki İngilizce öğrenicilerinin paragraflarına verdiği geri bildirimin genel performansını ve öğrencilerin yapay zekâ tarafından üretilen bu geri bildirimi kullanma biçimlerini incelemeyi amaçlamaktadır. ChatGPT 4o, beş aşamalı bir istem mühendisliği süreciyle sistematik olarak eğitilmiş ve öğrenci yazılarındaki hem yerel (dil kullanımı ve yazım kuralları) hem de genel (içerik ve ...
Publikationsart: master thesis
Dateibeschreibung: application/pdf
Sprache: unknown
Relation: https://hdl.handle.net/11511/115651
Verfügbarkeit: https://hdl.handle.net/11511/115651
Rights: Attribution-NonCommercial-NoDerivatives 4.0 International ; http://creativecommons.org/licenses/by-nc-nd/4.0/
Dokumentencode: edsbas.30CAAF3F
Datenbank: BASE
Beschreibung
Abstract:This study aimed to explore the general performance of trained ChatGPT in providing feedback on B1-level EFL students' paragraph writing and examine students' uptake patterns of AI-generated feedback. ChatGPT 4o was systematically trained through a five-phase prompt engineering process to provide structured feedback on both local and global errors in student paragraphs. Data were collected from 24 participants through student paragraphs, ChatGPT-generated feedback, and think-aloud protocols. The study examined (1) the overall performance of trained ChatGPT in identifying and addressing both local (language use and mechanics) and global (content and organization) writing issues, (2) the extent to which learners utilized this feedback in their revisions, alongside the reasons for unattempted revisions. The findings revealed that the trained ChatGPT consistently provided criteria-based, structured feedback addressing both local and global writing aspects with an appropriate supportive tone for B1 learners. The model also demonstrated high accuracy in feedback provision; however, there were also instances of inaccurate or unidentified feedback. Moreover, students engaged most with feedback provided for local issues, while uptake of global feedback was comparatively limited. In addition, think-aloud protocols identified two primary reasons for unattempted revisions: comprehension difficulties and disagreement with ChatGPT’s assessment. This research aims to contribute to understanding AI-assisted writing feedback and provide practical insights into integrating AI feedback into L2 writing pedagogy. ; Bu çalışma, eğitilmiş ChatGPT’nin B1 düzeyindeki İngilizce öğrenicilerinin paragraflarına verdiği geri bildirimin genel performansını ve öğrencilerin yapay zekâ tarafından üretilen bu geri bildirimi kullanma biçimlerini incelemeyi amaçlamaktadır. ChatGPT 4o, beş aşamalı bir istem mühendisliği süreciyle sistematik olarak eğitilmiş ve öğrenci yazılarındaki hem yerel (dil kullanımı ve yazım kuralları) hem de genel (içerik ve ...