Collaborating with ChatGPT in argumentative writing classrooms
Composing high-quality argumentative writing requires consideration of the dialogical, structural, and linguistic aspects of argumentation. However, finding an ideal peer student to practice argumentation skills can be challenging, and providing feedback on lower-level language concerns and complex...
Gespeichert in:
| Veröffentlicht in: | Assessing writing Jg. 57; S. 100752 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
Elsevier Inc
01.07.2023
|
| Schlagworte: | |
| ISSN: | 1075-2935 |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| Abstract | Composing high-quality argumentative writing requires consideration of the dialogical, structural, and linguistic aspects of argumentation. However, finding an ideal peer student to practice argumentation skills can be challenging, and providing feedback on lower-level language concerns and complex issues related to content and organization can be time-consuming for teachers. In this article, we suggest the integration of ChatGPT, a chatbot released by OpenAI in 2022, into argumentative writing classrooms as a promising solution. The article explores the possibilities of ChatGPT in assisting students with tasks such as outline preparation, content revision, proofreading, and post-writing reflection. We also acknowledge the limitations of ChatGPT and offer suggestions for future considerations in teaching and research.
•Collaboration with ChatGPT in argumentative writing classrooms.•Using ChatGPT as a writing evaluator that provides feedback.•Using ChatGPT as a virtual peer engaged in conversations around writing topics.•Integration of ChatGPT to support pre-writing, during-writing and post-writing. |
|---|---|
| AbstractList | Composing high-quality argumentative writing requires consideration of the dialogical, structural, and linguistic aspects of argumentation. However, finding an ideal peer student to practice argumentation skills can be challenging, and providing feedback on lower-level language concerns and complex issues related to content and organization can be time-consuming for teachers. In this article, we suggest the integration of ChatGPT, a chatbot released by OpenAI in 2022, into argumentative writing classrooms as a promising solution. The article explores the possibilities of ChatGPT in assisting students with tasks such as outline preparation, content revision, proofreading, and post-writing reflection. We also acknowledge the limitations of ChatGPT and offer suggestions for future considerations in teaching and research.
•Collaboration with ChatGPT in argumentative writing classrooms.•Using ChatGPT as a writing evaluator that provides feedback.•Using ChatGPT as a virtual peer engaged in conversations around writing topics.•Integration of ChatGPT to support pre-writing, during-writing and post-writing. |
| ArticleNumber | 100752 |
| Author | Lin, Yun Su, Yanfang Lai, Chun |
| Author_xml | – sequence: 1 givenname: Yanfang surname: Su fullname: Su, Yanfang email: yvonnesuuu1896@gmail.com organization: Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, China – sequence: 2 givenname: Yun orcidid: 0009-0000-5058-5914 surname: Lin fullname: Lin, Yun email: toyunlin@163.com organization: College of Chinese Language and Culture, Jinan University, Guangzhou, China – sequence: 3 givenname: Chun surname: Lai fullname: Lai, Chun email: laichun@hku.hk organization: Faculty of Education, The University of Hong Kong, Hong Kong, China |
| BookMark | eNp9j81KAzEQgHOoYFt9AG_7Alvzt5sugiCLtkJBD_Ucpkm2TdkmksQuvr2p9eShh2GYn2-Gb4JGzjuD0B3BM4JJfb-fQRxmFFOWaywqOkJjknNJG1Zdo0mMe4wJx4yN0WPr-x42PkCyblsMNu2Kdgdp8b4urCsgbL8OxqU8PZpiCPZ3S_UQY_D-EG_QVQd9NLd_eYo-Xp7X7bJcvS1e26dVqWgjUtlhwVkDIDRWuqZUVKRRDWeUY07qHGTTAZ1rzRSnhNeQ-x1jomK401TM2RSR810VfH5tOvkZ7AHCtyRYnqTlXmZpeZKWZ-nMiH-MsicR71IA218kH86kyUpHa4KMyhqnjLbBqCS1txfoH-txdIQ |
| CitedBy_id | crossref_primary_10_30853_ped20250141 crossref_primary_10_1108_IJLLS_11_2024_0277 crossref_primary_10_1007_s10639_023_12230_5 crossref_primary_10_1109_TLT_2024_3491864 crossref_primary_10_1017_S0958344025000035 crossref_primary_10_1109_TLT_2024_3355015 crossref_primary_10_3390_educsci14060643 crossref_primary_10_1080_23311983_2025_2508031 crossref_primary_10_1007_s41701_025_00200_w crossref_primary_10_1016_j_compedu_2024_105224 crossref_primary_10_1016_j_system_2024_103225 crossref_primary_10_1016_j_chb_2025_108569 crossref_primary_10_1080_02602938_2024_2374485 crossref_primary_10_1093_elt_ccae039 crossref_primary_10_1017_S0261444824000259 crossref_primary_10_1111_bjet_70015 crossref_primary_10_1016_j_system_2025_103746 crossref_primary_10_1080_09588221_2025_2539979 crossref_primary_10_1007_s10639_024_13237_2 crossref_primary_10_1080_2331186X_2024_2410101 crossref_primary_10_3390_educsci15091138 crossref_primary_10_1016_j_asw_2025_100950 crossref_primary_10_1002_tesq_70011 crossref_primary_10_1016_j_stueduc_2025_101480 crossref_primary_10_3390_educsci14090976 crossref_primary_10_1002_tesq_3390 crossref_primary_10_1016_j_jslw_2024_101130 crossref_primary_10_1016_j_tsc_2023_101380 crossref_primary_10_1080_02188791_2024_2305156 crossref_primary_10_1016_j_system_2024_103351 crossref_primary_10_1080_17501229_2025_2525341 crossref_primary_10_1177_00472395251378671 crossref_primary_10_1080_09588221_2024_2374772 crossref_primary_10_1177_07356331251336154 crossref_primary_10_1177_07356331251367309 crossref_primary_10_1016_j_asw_2024_100899 crossref_primary_10_1080_10494820_2024_2335491 crossref_primary_10_1016_j_asw_2025_100952 crossref_primary_10_1111_bjet_13562 crossref_primary_10_19126_suje_1475474 crossref_primary_10_1080_2331186X_2024_2399431 crossref_primary_10_1177_23328584251331956 crossref_primary_10_1016_j_asw_2025_100961 crossref_primary_10_1016_j_asw_2025_100960 crossref_primary_10_1007_s10639_025_13457_0 crossref_primary_10_1007_s10758_023_09711_4 crossref_primary_10_1007_s40593_025_00470_0 crossref_primary_10_1007_s10639_023_12397_x crossref_primary_10_1111_ijal_12852 crossref_primary_10_1177_20965311241310883 crossref_primary_10_37819_revhuman_v21i2_1738 crossref_primary_10_1007_s10639_025_13484_x crossref_primary_10_1007_s10639_025_13505_9 crossref_primary_10_1109_TLT_2023_3320877 crossref_primary_10_1111_ijal_12849 crossref_primary_10_1016_j_system_2024_103332 crossref_primary_10_3389_fpsyg_2024_1268549 crossref_primary_10_1016_j_system_2024_103578 crossref_primary_10_1080_02188791_2024_2305170 crossref_primary_10_3390_educsci15070795 crossref_primary_10_1007_s10639_024_12594_2 crossref_primary_10_1016_j_jslw_2025_101185 crossref_primary_10_1016_j_jslw_2025_101187 crossref_primary_10_1016_j_system_2025_103828 crossref_primary_10_1080_10494820_2024_2353204 crossref_primary_10_1007_s11145_025_10699_9 crossref_primary_10_1017_S0261444825100785 crossref_primary_10_1177_21582440251369204 crossref_primary_10_4000_13f6h crossref_primary_10_1177_03064190251337477 crossref_primary_10_18095_meeso_2025_26_1_242 crossref_primary_10_1080_1750399X_2025_2541486 crossref_primary_10_3390_bs14070612 crossref_primary_10_1002_tesq_3407 crossref_primary_10_3389_fpsyg_2024_1514545 crossref_primary_10_1371_journal_pone_0315011 crossref_primary_10_1016_j_jslw_2023_101071 crossref_primary_10_1080_17501229_2025_2511273 crossref_primary_10_3389_fpsyg_2023_1259531 crossref_primary_10_3389_fpsyg_2023_1261955 crossref_primary_10_1109_TLT_2024_3405747 crossref_primary_10_1007_s11145_025_10702_3 crossref_primary_10_1007_s10639_024_13065_4 crossref_primary_10_1007_s10639_024_12891_w crossref_primary_10_1080_1750399X_2025_2541478 crossref_primary_10_1016_j_chb_2024_108538 crossref_primary_10_1016_j_system_2024_103314 crossref_primary_10_1109_JBHI_2024_3470323 crossref_primary_10_1007_s11145_025_10676_2 crossref_primary_10_1080_09588221_2025_2530555 crossref_primary_10_1080_02188791_2025_2539267 crossref_primary_10_1080_23311983_2024_2382422 crossref_primary_10_1080_09588221_2025_2453205 crossref_primary_10_3390_ai5030065 crossref_primary_10_3389_feduc_2025_1574477 crossref_primary_10_1093_applin_amae092 crossref_primary_10_1016_j_compcom_2024_102896 crossref_primary_10_1016_j_compcom_2024_102895 crossref_primary_10_1007_s10639_024_12754_4 crossref_primary_10_1111_ijal_12777 crossref_primary_10_3390_bs15040518 crossref_primary_10_1080_09588221_2025_2539156 crossref_primary_10_1080_09588221_2025_2454541 crossref_primary_10_1007_s10639_024_12986_4 crossref_primary_10_1016_j_system_2024_103528 crossref_primary_10_1016_j_system_2025_103846 crossref_primary_10_1515_jccall_2025_0016 crossref_primary_10_1007_s40593_024_00413_1 crossref_primary_10_54855_ijaile_25213 crossref_primary_10_1002_jaal_1373 crossref_primary_10_1051_shsconf_202419901011 crossref_primary_10_1186_s12909_024_06232_1 crossref_primary_10_1016_j_chbr_2024_100566 crossref_primary_10_1080_00220671_2025_2510382 crossref_primary_10_1093_applin_amaf045 crossref_primary_10_4018_IJTHI_384377 crossref_primary_10_1007_s10639_024_12573_7 crossref_primary_10_3390_su152416928 crossref_primary_10_1007_s10758_024_09744_3 crossref_primary_10_1016_j_compedu_2025_105434 crossref_primary_10_1177_07356331251359430 crossref_primary_10_1016_j_system_2025_103831 crossref_primary_10_1007_s10639_024_13244_3 crossref_primary_10_1016_j_lmot_2025_102158 crossref_primary_10_1016_j_jeap_2025_101521 crossref_primary_10_3389_feduc_2024_1325601 crossref_primary_10_1016_j_iheduc_2024_100979 crossref_primary_10_1186_s41239_023_00434_1 crossref_primary_10_1057_s41599_024_03755_2 crossref_primary_10_1590_1678_98732432e008 crossref_primary_10_1016_j_iheduc_2024_100975 crossref_primary_10_1111_ejed_12811 crossref_primary_10_1016_j_caeo_2025_100249 crossref_primary_10_1016_j_jeap_2025_101514 crossref_primary_10_1515_jccall_2024_0011 crossref_primary_10_3390_bs15040540 crossref_primary_10_1177_07356331251349620 crossref_primary_10_1016_j_iheduc_2024_100962 crossref_primary_10_1080_09588221_2024_2447279 crossref_primary_10_1007_s10758_025_09884_0 crossref_primary_10_1016_j_acorp_2024_100106 crossref_primary_10_1111_jcal_70131 crossref_primary_10_1016_j_system_2025_103806 crossref_primary_10_1016_j_learninstruc_2024_101894 crossref_primary_10_1016_j_system_2025_103805 crossref_primary_10_1007_s12144_025_07437_3 crossref_primary_10_1080_02188791_2025_2465296 crossref_primary_10_3390_su17031127 crossref_primary_10_1016_j_amper_2025_100224 crossref_primary_10_1093_applin_amae052 crossref_primary_10_1186_s40561_024_00322_9 crossref_primary_10_1016_j_compcom_2025_102934 crossref_primary_10_1177_07410883251328311 crossref_primary_10_1016_j_compedu_2025_105248 crossref_primary_10_3390_educsci15050554 crossref_primary_10_1007_s10956_024_10173_1 crossref_primary_10_3390_bs15070884 crossref_primary_10_1080_10447318_2024_2331855 crossref_primary_10_3389_fpsyg_2023_1260843 crossref_primary_10_1016_j_jslw_2025_101179 crossref_primary_10_1007_s11528_024_01024_2 crossref_primary_10_1111_ejed_12824 crossref_primary_10_1007_s11251_025_09705_y crossref_primary_10_1016_j_ssaho_2025_101747 crossref_primary_10_1080_07294360_2025_2476513 crossref_primary_10_4018_IJCALLT_377175 crossref_primary_10_1075_jerpp_00025_bel crossref_primary_10_2196_68603 crossref_primary_10_3389_feduc_2025_1614673 crossref_primary_10_1016_j_compedu_2023_104977 crossref_primary_10_5565_rev_jtl3_1338 crossref_primary_10_1007_s10639_025_13471_2 crossref_primary_10_1057_s41599_025_04787_y crossref_primary_10_1016_j_jeap_2025_101570 crossref_primary_10_1002_berj_4184 crossref_primary_10_1186_s40468_025_00343_2 crossref_primary_10_1016_j_jslw_2025_101229 crossref_primary_10_1007_s10639_024_12989_1 crossref_primary_10_1080_01443410_2025_2539797 crossref_primary_10_1108_VJIKMS_03_2024_0101 crossref_primary_10_1007_s10639_024_13231_8 crossref_primary_10_1016_j_jslw_2025_101230 crossref_primary_10_1080_17501229_2025_2515111 crossref_primary_10_17323_jle_2024_18708 crossref_primary_10_1007_s44217_025_00585_5 crossref_primary_10_1177_00336882251357675 crossref_primary_10_1080_14703297_2025_2451328 crossref_primary_10_1002_berj_4190 crossref_primary_10_1177_02666669251314859 crossref_primary_10_1016_j_ssaho_2025_101886 crossref_primary_10_1177_00336882231217528 crossref_primary_10_1080_17516234_2024_2363128 crossref_primary_10_25100_lenguaje_v53i1S_14433 crossref_primary_10_1177_1932202X251333859 crossref_primary_10_1080_00220671_2025_2525243 crossref_primary_10_1108_K_10_2023_2237 crossref_primary_10_1515_cercles_2024_0105 crossref_primary_10_3390_ejihpe14040057 crossref_primary_10_3390_info16080657 crossref_primary_10_1016_j_jeap_2025_101540 crossref_primary_10_7592_Tertium_2024_9_1_274 crossref_primary_10_1016_j_system_2024_103362 crossref_primary_10_1007_s10639_025_13553_1 crossref_primary_10_1080_14703297_2024_2319184 crossref_primary_10_1080_02602938_2024_2301722 crossref_primary_10_1007_s10755_025_09790_4 crossref_primary_10_1177_21582440251369938 crossref_primary_10_1109_TVCG_2024_3456212 crossref_primary_10_1186_s41239_025_00548_8 crossref_primary_10_1075_jerpp_00019_gue crossref_primary_10_1111_ijal_12809 crossref_primary_10_1057_s41599_025_04919_4 crossref_primary_10_1007_s10639_024_12819_4 crossref_primary_10_1002_rrq_70058 crossref_primary_10_1016_j_system_2025_103790 crossref_primary_10_1016_j_esp_2025_03_001 crossref_primary_10_1186_s40561_024_00295_9 crossref_primary_10_1016_j_tsc_2025_101766 crossref_primary_10_1177_07356331241312363 crossref_primary_10_1080_17501229_2025_2521003 crossref_primary_10_12677_ae_2025_1571315 crossref_primary_10_1007_s10479_023_05816_2 crossref_primary_10_1016_j_edurev_2025_100714 |
| Cites_doi | 10.1126/science.adg7879 10.1002/tea.21468 10.1016/j.asw.2019.100439 10.1017/S1351324921000164 10.18806/tesl.v19i1.918 10.1016/j.compcom.2011.04.004 10.1007/s11145-012-9395-2 10.1080/09588221.2018.1428994 10.1215/15314200-7878975 10.1002/sce.20402 10.1002/tea.20385 10.1002/tesq.340 10.1038/d41586-021-00530-0 10.1145/3461778.3462143 10.1016/j.compedu.2018.09.024 10.1111/jcal.12610 10.1016/j.chb.2018.12.023 10.1016/j.fmre.2021.11.011 10.1080/13562517.2020.1754784 |
| ContentType | Journal Article |
| Copyright | 2023 Elsevier Inc. |
| Copyright_xml | – notice: 2023 Elsevier Inc. |
| DBID | AAYXX CITATION |
| DOI | 10.1016/j.asw.2023.100752 |
| DatabaseName | CrossRef |
| DatabaseTitle | CrossRef |
| DatabaseTitleList | |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Languages & Literatures Education |
| ExternalDocumentID | 10_1016_j_asw_2023_100752 S1075293523000600 |
| GroupedDBID | --K --M -DZ .~1 0R~ 1B1 1RT 1~. 1~5 23N 4.4 457 4G. 5GY 5VS 7-5 71M 8P~ 9JO AACTN AAEDT AAEDW AAFJI AAIKJ AAKOC AALRI AAOAW AAQFI AAQXK AATTM AAXKI AAXUO AAYOK ABJNI ABMAC ABMMH ABPPZ ABWVN ABXDB ACDAQ ACGFS ACHQT ACRLP ACRPL ADBBV ADEZE ADMHC ADMUD ADNMO AEBSH AEIPS AEKER AFFNX AFJKZ AFTJW AFXIZ AGHFR AGQPQ AGUBO AGYEJ AHHHB AIEXJ AIKHN AITUG AKRWK ALMA_UNASSIGNED_HOLDINGS AMRAJ ANKPU AOMHK APXCP ASPBG AVARZ AVWKF AXJTR AZFZN BKOJK BLXMC BNPGV CS3 EBS EFJIC EJD EO8 EO9 EP2 EP3 FDB FEDTE FGOYB FIRID FNPLU FYGXN G-2 G-Q GBLVA HMY HVGLF HZ~ H~9 IHE J1W KOM M3Y M41 MO0 N9A O-L O9- OAUVE OZT P-8 P-9 P2P PC. PRBVW Q38 R2- RIG ROL RPZ SDF SDG SDP SES SEW SPCBC SSB SSH SSO SSS SSZ T5K UHS WUQ ~G- 9DU AAYWO AAYXX ACLOT ACVFH ADCNI AEUPX AFPUW AIGII AIIUN AKBMS AKYEP CITATION EFKBS EFLBG ~HD |
| ID | FETCH-LOGICAL-c297t-f07439aa7d0cd6227519c9432404160411bfa28dd3c42146a404f337530fd2783 |
| ISICitedReferencesCount | 279 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001013484300001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 1075-2935 |
| IngestDate | Sat Nov 29 08:01:09 EST 2025 Tue Nov 18 22:18:59 EST 2025 Sat Apr 12 15:21:31 EDT 2025 |
| IsPeerReviewed | true |
| IsScholarly | true |
| Keywords | Argumentative writing ChatGPT Chatbots |
| Language | English |
| LinkModel | OpenURL |
| MergedId | FETCHMERGED-LOGICAL-c297t-f07439aa7d0cd6227519c9432404160411bfa28dd3c42146a404f337530fd2783 |
| ORCID | 0009-0000-5058-5914 |
| ParticipantIDs | crossref_primary_10_1016_j_asw_2023_100752 crossref_citationtrail_10_1016_j_asw_2023_100752 elsevier_sciencedirect_doi_10_1016_j_asw_2023_100752 |
| PublicationCentury | 2000 |
| PublicationDate | July 2023 2023-07-00 |
| PublicationDateYYYYMMDD | 2023-07-01 |
| PublicationDate_xml | – month: 07 year: 2023 text: July 2023 |
| PublicationDecade | 2020 |
| PublicationTitle | Assessing writing |
| PublicationYear | 2023 |
| Publisher | Elsevier Inc |
| Publisher_xml | – name: Elsevier Inc |
| References | Coirier, Andriessen, Chanquoy (bib9) 1999 Zhang (bib45) 2020; 43 Adamopoulou, Moussiades (bib2) 2020 Huang, Hew, Fryer (bib21) 2022; 38 Malecka, Boud, Carless (bib26) 2022; 27 Bakhtin (bib5) 1986 (Feb 13 version) [Large language model]. (May 3 version) [Large language model]. OpenAI. (2023b). OpenAI (2023c, March 1). Introducing ChatGPT and Whispers APIs. OpenAI. Su, Liu, Lai, Jin (bib37) 2021 Kasneci, Seßler, Küchemann, Bannert, Dementieva, Fischer, Kasneci (bib23) 2023 Wagner, Parra, Proctor (bib41) 2017; 51 Guo, Wang, Chu (bib17) 2022 Ngo, Chen, Lai (bib27) 2022 Godwin-Jones (bib15) 2021; 25 Floridi (bib12) 2023 Park, Thieme, Han, Lee, Rhee, Suh (bib32) 2021 Hartwell, Aull (bib18) 2021 Stokel-Walker (bib36) 2022 Dale, Viethen (bib10) 2021; 27 Hutson (bib22) 2021; 591 . Thorp (bib38) 2023; 379 Zhang, Li (bib46) 2021; 1 Toulmin (bib39) 2003 Ranalli (bib33) 2018; 31 Anderson, Chaparro, Smolkowski, Cameron (bib3) 2023 Lin, Chang (bib24) 2020; 23 Rudolph, Tan, Tan (bib34) 2023 Hartwell, Aull (bib19) 2022 Vojak, Kline, Cope, McCarthey, Kalantzis (bib40) 2011; 28 Williams, Beam (bib42) 2019; 128 OpenAI. (2023a). Fryer, Nakao, Thompson (bib13) 2019; 93 OpenAI (2022, November 30). Introducing ChatGPT. OpenAI. Luo, Lau, Li, Si (bib25) 2022 Shi, Liu, Lai, Jin (bib35) 2022; 26 Berland, McNeill (bib6) 2010; 94 Bitchener, Storch (bib7) 2016; Vol. 96 Chin, Osborne (bib8) 2010; 47 Abrams (bib1) 2005; 31 Herrington, Moran (bib20) 2012 Duncan, Chinn, Barzilai (bib11) 2018; 55 Godwin-Jones (bib14) 2022; 26 Aull, Ross (bib4) 2020; 20 Zhu (bib47) 2001; 19 Xu, Zhang (bib43) 2022 Graham, Gillespie, McKeown (bib16) 2013; 26 Yin, Satar (bib44) 2020; 7 Ranalli (10.1016/j.asw.2023.100752_bib33) 2018; 31 Zhang (10.1016/j.asw.2023.100752_bib45) 2020; 43 Zhu (10.1016/j.asw.2023.100752_bib47) 2001; 19 Godwin-Jones (10.1016/j.asw.2023.100752_bib15) 2021; 25 Berland (10.1016/j.asw.2023.100752_bib6) 2010; 94 Aull (10.1016/j.asw.2023.100752_bib4) 2020; 20 Duncan (10.1016/j.asw.2023.100752_bib11) 2018; 55 Fryer (10.1016/j.asw.2023.100752_bib13) 2019; 93 Hartwell (10.1016/j.asw.2023.100752_bib18) 2021 Hartwell (10.1016/j.asw.2023.100752_bib19) 2022 Luo (10.1016/j.asw.2023.100752_bib25) 2022 Godwin-Jones (10.1016/j.asw.2023.100752_bib14) 2022; 26 Huang (10.1016/j.asw.2023.100752_bib21) 2022; 38 Yin (10.1016/j.asw.2023.100752_bib44) 2020; 7 10.1016/j.asw.2023.100752_bib30 Stokel-Walker (10.1016/j.asw.2023.100752_bib36) 2022 Hutson (10.1016/j.asw.2023.100752_bib22) 2021; 591 10.1016/j.asw.2023.100752_bib31 Dale (10.1016/j.asw.2023.100752_bib10) 2021; 27 Rudolph (10.1016/j.asw.2023.100752_bib34) 2023 Guo (10.1016/j.asw.2023.100752_bib17) 2022 Wagner (10.1016/j.asw.2023.100752_bib41) 2017; 51 Anderson (10.1016/j.asw.2023.100752_bib3) 2023 Adamopoulou (10.1016/j.asw.2023.100752_bib2) 2020 Xu (10.1016/j.asw.2023.100752_bib43) 2022 Zhang (10.1016/j.asw.2023.100752_bib46) 2021; 1 Bakhtin (10.1016/j.asw.2023.100752_bib5) 1986 Kasneci (10.1016/j.asw.2023.100752_bib23) 2023 Abrams (10.1016/j.asw.2023.100752_bib1) 2005; 31 Lin (10.1016/j.asw.2023.100752_bib24) 2020; 23 Thorp (10.1016/j.asw.2023.100752_bib38) 2023; 379 Toulmin (10.1016/j.asw.2023.100752_bib39) 2003 Herrington (10.1016/j.asw.2023.100752_bib20) 2012 Coirier (10.1016/j.asw.2023.100752_bib9) 1999 Malecka (10.1016/j.asw.2023.100752_bib26) 2022; 27 Shi (10.1016/j.asw.2023.100752_bib35) 2022; 26 Ngo (10.1016/j.asw.2023.100752_bib27) 2022 Chin (10.1016/j.asw.2023.100752_bib8) 2010; 47 Park (10.1016/j.asw.2023.100752_bib32) 2021 Vojak (10.1016/j.asw.2023.100752_bib40) 2011; 28 Bitchener (10.1016/j.asw.2023.100752_bib7) 2016; Vol. 96 Graham (10.1016/j.asw.2023.100752_bib16) 2013; 26 10.1016/j.asw.2023.100752_bib29 Su (10.1016/j.asw.2023.100752_bib37) 2021 Williams (10.1016/j.asw.2023.100752_bib42) 2019; 128 Floridi (10.1016/j.asw.2023.100752_bib12) 2023 10.1016/j.asw.2023.100752_bib28 |
| References_xml | – reference: (Feb 13 version) [Large language model]. – volume: 27 start-page: 908 year: 2022 end-page: 922 ident: bib26 article-title: Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum publication-title: Teaching in Higher Education – year: 2003 ident: bib39 article-title: The uses of argument – volume: 43 start-page: 1 year: 2020 end-page: 14 ident: bib45 article-title: Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions publication-title: Assessing Writing – volume: 1 start-page: 831 year: 2021 end-page: 833 ident: bib46 article-title: A commentary of GPT-3 in MIT Technology Review 2021 publication-title: Fundamental Research – year: 2022 ident: bib36 article-title: AI bot ChatGPT writes smart essays-should academics worry? publication-title: Nature – volume: 93 start-page: 279 year: 2019 end-page: 289 ident: bib13 article-title: Chatbot learning partners: Connecting learning experiences, interest and competence publication-title: Computers in Human Behavior – year: 2023 ident: bib34 article-title: ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? publication-title: Journal of Applied Learning and Teaching – volume: 26 start-page: 106 year: 2022 end-page: 128 ident: bib35 article-title: Enhancing the use of evidence in argumentative writing through collaborative processing of content-based automated writing evaluation feedback publication-title: Language Learning & Technology – year: 2022 ident: bib25 article-title: A critical review of state‐of‐the‐art chatbot designs and applications publication-title: Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery – start-page: 100666 year: 2022 ident: bib17 article-title: Using chatbots to scaffold EFL students’ argumentative writing – reference: OpenAI (2022, November 30). Introducing ChatGPT. OpenAI. – volume: 31 start-page: 653 year: 2018 end-page: 674 ident: bib33 article-title: Automated written corrective feedback: How well can students make use of it publication-title: Computer Assisted Language Learning – reference: OpenAI (2023c, March 1). Introducing ChatGPT and Whispers APIs. OpenAI. – year: 2021 ident: bib18 article-title: Automated text-matching and writing-assistance tools publication-title: Assessing Writing – year: 1986 ident: bib5 article-title: Speech genres and other later essays – volume: 27 start-page: 511 year: 2021 end-page: 518 ident: bib10 article-title: The automated writing assistance landscape in 2021 publication-title: Natural Language Engineering – volume: 51 start-page: 438 year: 2017 end-page: 449 ident: bib41 article-title: The interplay between student-led discussions and argumentative writing publication-title: TESOL Quarterly – volume: 128 start-page: 227 year: 2019 end-page: 242 ident: bib42 article-title: Technology and writing: Review of research publication-title: Computers & Education – volume: 47 start-page: 883 year: 2010 end-page: 908 ident: bib8 article-title: Students’ questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science publication-title: Journal of Research in Science Teaching – volume: 26 start-page: 1 year: 2013 end-page: 15 ident: bib16 article-title: Writing: Importance, development, and instruction publication-title: Reading and Writing – start-page: 1 year: 1999 end-page: 28 ident: bib9 article-title: From planning to translating: The specificity of argumentative writing publication-title: Foundations of argumentative text processing – reference: (May 3 version) [Large language model]. – reference: OpenAI. (2023b). – volume: 26 start-page: 5 year: 2022 end-page: 24 ident: bib14 article-title: Partnering with AI: Intelligent writing assistance and instructed language learning publication-title: Language Learning & Technology – volume: 25 start-page: 4 year: 2021 end-page: 19 ident: bib15 article-title: Big data and language learning: Opportunities and challenges publication-title: Language Learning & Technology – year: 2023 ident: bib12 article-title: AI as agency without intelligence: On ChatGPT, large language models, and other generative models publication-title: Philosophy and Technology – start-page: 219 year: 2012 end-page: 232 ident: bib20 article-title: Writing to a machine is not writing at all publication-title: Writing assessment in the 21st century: Essays in honor of Edward M. White – volume: 28 start-page: 97 year: 2011 end-page: 111 ident: bib40 article-title: New spaces and old places: An analysis of writing assessment software publication-title: Computers and Composition – volume: 94 start-page: 765 year: 2010 end-page: 793 ident: bib6 article-title: A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts publication-title: Science Education – year: 2023 ident: bib3 article-title: Visual thinking and argumentative writing: A social-cognitive pairing for student writing development publication-title: Assessing Writing – year: 2020 ident: bib2 article-title: Chatbots: History, technology, and applications publication-title: Machine Learning with Applications – volume: 23 start-page: 78 year: 2020 end-page: 92 ident: bib24 article-title: Enhancing post-secondary writers’ writing skills with a chatbot publication-title: Journal of Educational Technology & Society – year: 2022 ident: bib19 article-title: Constructs of argumentative writing in assessment tools publication-title: Assessing Writing – volume: 38 start-page: 237 year: 2022 end-page: 257 ident: bib21 article-title: Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning publication-title: Journal of Computer Assisted Learning – volume: 55 start-page: 907 year: 2018 end-page: 937 ident: bib11 article-title: Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence publication-title: Journal of Research in Science Teaching – volume: 591 start-page: 22 year: 2021 end-page: 25 ident: bib22 article-title: Robo-writers: The rise and risks of language-generating AI publication-title: Nature – year: 2022 ident: bib27 article-title: The effectiveness of automated writing evaluation in EFL/ESL writing: a three-level meta-analysis publication-title: Interactive Learning Environments – reference: OpenAI. (2023a). – volume: 31 year: 2005 ident: bib1 article-title: Asynchronous CMC, collaboration and the development of critical thinking in a graduate seminar in applied linguistics publication-title: Canadian Journal of Learning and Technology/Louisiana Revue canadienne Délelőtt l′apprentissage et Délelőtt Louisiana technologie – year: 2023 ident: bib23 article-title: ChatGPT for good? On opportunities and challenges of large language models for education publication-title: Learning and Individual Differences – reference: . – start-page: 926 year: 2021 end-page: 941 ident: bib32 article-title: “I wrote as if I were telling a story to someone I knew.”: Designing Chatbot Interactions for Expressive Writing in Mental Health publication-title: In Designing Interactive Systems Conference 2021 – start-page: 102471 year: 2021 ident: bib37 article-title: The progression of collaborative argumentation among English learners: A qualitative study – year: 2022 ident: bib43 article-title: Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives publication-title: Assessment & Evaluation in Higher Education – volume: 379 start-page: 313-313 year: 2023 ident: bib38 article-title: ChatGPT is fun, but not an author publication-title: Science – volume: Vol. 96 year: 2016 ident: bib7 publication-title: Written corrective feedback for L2 development – volume: 7 start-page: 390 year: 2020 end-page: 410 ident: bib44 article-title: English as a foreign language learner interaction with chatbots: Negotiation for meaning publication-title: International Online Journal of Education and Teaching (IOJET) – volume: 20 start-page: 21 year: 2020 end-page: 34 ident: bib4 article-title: From cow paths to conversation: Rethinking the argumentative essay. Pedagogy: Critical approaches to teac publication-title: Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – volume: 19 start-page: 34 year: 2001 end-page: 50 ident: bib47 article-title: Performing argumentative writing in English: Difficulties, processes, and strategies publication-title: TESL Canada Journal – volume: 379 start-page: 313-313 issue: 6630 year: 2023 ident: 10.1016/j.asw.2023.100752_bib38 article-title: ChatGPT is fun, but not an author publication-title: Science doi: 10.1126/science.adg7879 – ident: 10.1016/j.asw.2023.100752_bib29 – ident: 10.1016/j.asw.2023.100752_bib31 – volume: 55 start-page: 907 issue: 7 year: 2018 ident: 10.1016/j.asw.2023.100752_bib11 article-title: Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence publication-title: Journal of Research in Science Teaching doi: 10.1002/tea.21468 – year: 2022 ident: 10.1016/j.asw.2023.100752_bib19 article-title: Constructs of argumentative writing in assessment tools – volume: 25 start-page: 4 issue: 1 year: 2021 ident: 10.1016/j.asw.2023.100752_bib15 article-title: Big data and language learning: Opportunities and challenges publication-title: Language Learning & Technology – volume: 43 start-page: 1 year: 2020 ident: 10.1016/j.asw.2023.100752_bib45 article-title: Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions publication-title: Assessing Writing doi: 10.1016/j.asw.2019.100439 – start-page: 219 year: 2012 ident: 10.1016/j.asw.2023.100752_bib20 article-title: Writing to a machine is not writing at all – volume: 26 start-page: 5 year: 2022 ident: 10.1016/j.asw.2023.100752_bib14 article-title: Partnering with AI: Intelligent writing assistance and instructed language learning publication-title: Language Learning & Technology – volume: Vol. 96 year: 2016 ident: 10.1016/j.asw.2023.100752_bib7 – volume: 31 issue: 2 year: 2005 ident: 10.1016/j.asw.2023.100752_bib1 article-title: Asynchronous CMC, collaboration and the development of critical thinking in a graduate seminar in applied linguistics publication-title: Canadian Journal of Learning and Technology/Louisiana Revue canadienne Délelőtt l′apprentissage et Délelőtt Louisiana technologie – year: 1986 ident: 10.1016/j.asw.2023.100752_bib5 – volume: 27 start-page: 511 issue: 4 year: 2021 ident: 10.1016/j.asw.2023.100752_bib10 article-title: The automated writing assistance landscape in 2021 publication-title: Natural Language Engineering doi: 10.1017/S1351324921000164 – year: 2022 ident: 10.1016/j.asw.2023.100752_bib25 article-title: A critical review of state‐of‐the‐art chatbot designs and applications – volume: 7 start-page: 390 issue: 2 year: 2020 ident: 10.1016/j.asw.2023.100752_bib44 article-title: English as a foreign language learner interaction with chatbots: Negotiation for meaning publication-title: International Online Journal of Education and Teaching (IOJET) – volume: 19 start-page: 34 issue: 1 year: 2001 ident: 10.1016/j.asw.2023.100752_bib47 article-title: Performing argumentative writing in English: Difficulties, processes, and strategies publication-title: TESL Canada Journal doi: 10.18806/tesl.v19i1.918 – volume: 23 start-page: 78 issue: 1 year: 2020 ident: 10.1016/j.asw.2023.100752_bib24 article-title: Enhancing post-secondary writers’ writing skills with a chatbot publication-title: Journal of Educational Technology & Society – volume: 28 start-page: 97 issue: 2 year: 2011 ident: 10.1016/j.asw.2023.100752_bib40 article-title: New spaces and old places: An analysis of writing assessment software publication-title: Computers and Composition doi: 10.1016/j.compcom.2011.04.004 – year: 2023 ident: 10.1016/j.asw.2023.100752_bib12 article-title: AI as agency without intelligence: On ChatGPT, large language models, and other generative models – volume: 26 start-page: 106 issue: 2 year: 2022 ident: 10.1016/j.asw.2023.100752_bib35 article-title: Enhancing the use of evidence in argumentative writing through collaborative processing of content-based automated writing evaluation feedback publication-title: Language Learning & Technology – volume: 26 start-page: 1 year: 2013 ident: 10.1016/j.asw.2023.100752_bib16 article-title: Writing: Importance, development, and instruction publication-title: Reading and Writing doi: 10.1007/s11145-012-9395-2 – ident: 10.1016/j.asw.2023.100752_bib28 – year: 2023 ident: 10.1016/j.asw.2023.100752_bib3 article-title: Visual thinking and argumentative writing: A social-cognitive pairing for student writing development – start-page: 102471 year: 2021 ident: 10.1016/j.asw.2023.100752_bib37 – volume: 31 start-page: 653 issue: 7 year: 2018 ident: 10.1016/j.asw.2023.100752_bib33 article-title: Automated written corrective feedback: How well can students make use of it publication-title: Computer Assisted Language Learning doi: 10.1080/09588221.2018.1428994 – ident: 10.1016/j.asw.2023.100752_bib30 – year: 2023 ident: 10.1016/j.asw.2023.100752_bib23 article-title: ChatGPT for good? On opportunities and challenges of large language models for education – year: 2022 ident: 10.1016/j.asw.2023.100752_bib43 article-title: Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives – start-page: 100666 year: 2022 ident: 10.1016/j.asw.2023.100752_bib17 – year: 2021 ident: 10.1016/j.asw.2023.100752_bib18 article-title: Automated text-matching and writing-assistance tools – volume: 20 start-page: 21 issue: 1 year: 2020 ident: 10.1016/j.asw.2023.100752_bib4 article-title: From cow paths to conversation: Rethinking the argumentative essay. Pedagogy: Critical approaches to teac publication-title: Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture doi: 10.1215/15314200-7878975 – volume: 94 start-page: 765 issue: 5 year: 2010 ident: 10.1016/j.asw.2023.100752_bib6 article-title: A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts publication-title: Science Education doi: 10.1002/sce.20402 – year: 2023 ident: 10.1016/j.asw.2023.100752_bib34 article-title: ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? – volume: 47 start-page: 883 issue: 7 year: 2010 ident: 10.1016/j.asw.2023.100752_bib8 article-title: Students’ questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science publication-title: Journal of Research in Science Teaching doi: 10.1002/tea.20385 – volume: 51 start-page: 438 issue: 2 year: 2017 ident: 10.1016/j.asw.2023.100752_bib41 article-title: The interplay between student-led discussions and argumentative writing publication-title: TESOL Quarterly doi: 10.1002/tesq.340 – start-page: 1 year: 1999 ident: 10.1016/j.asw.2023.100752_bib9 article-title: From planning to translating: The specificity of argumentative writing – volume: 591 start-page: 22 issue: 7848 year: 2021 ident: 10.1016/j.asw.2023.100752_bib22 article-title: Robo-writers: The rise and risks of language-generating AI publication-title: Nature doi: 10.1038/d41586-021-00530-0 – year: 2020 ident: 10.1016/j.asw.2023.100752_bib2 article-title: Chatbots: History, technology, and applications – start-page: 926 year: 2021 ident: 10.1016/j.asw.2023.100752_bib32 article-title: “I wrote as if I were telling a story to someone I knew.”: Designing Chatbot Interactions for Expressive Writing in Mental Health publication-title: In Designing Interactive Systems Conference 2021 doi: 10.1145/3461778.3462143 – volume: 128 start-page: 227 year: 2019 ident: 10.1016/j.asw.2023.100752_bib42 article-title: Technology and writing: Review of research publication-title: Computers & Education doi: 10.1016/j.compedu.2018.09.024 – volume: 38 start-page: 237 issue: 1 year: 2022 ident: 10.1016/j.asw.2023.100752_bib21 article-title: Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning publication-title: Journal of Computer Assisted Learning doi: 10.1111/jcal.12610 – volume: 93 start-page: 279 year: 2019 ident: 10.1016/j.asw.2023.100752_bib13 article-title: Chatbot learning partners: Connecting learning experiences, interest and competence publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2018.12.023 – year: 2022 ident: 10.1016/j.asw.2023.100752_bib27 article-title: The effectiveness of automated writing evaluation in EFL/ESL writing: a three-level meta-analysis – year: 2003 ident: 10.1016/j.asw.2023.100752_bib39 – volume: 1 start-page: 831 issue: 6 year: 2021 ident: 10.1016/j.asw.2023.100752_bib46 article-title: A commentary of GPT-3 in MIT Technology Review 2021 publication-title: Fundamental Research doi: 10.1016/j.fmre.2021.11.011 – volume: 27 start-page: 908 issue: 7 year: 2022 ident: 10.1016/j.asw.2023.100752_bib26 article-title: Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum publication-title: Teaching in Higher Education doi: 10.1080/13562517.2020.1754784 – year: 2022 ident: 10.1016/j.asw.2023.100752_bib36 article-title: AI bot ChatGPT writes smart essays-should academics worry? |
| SSID | ssj0014033 |
| Score | 2.676706 |
| Snippet | Composing high-quality argumentative writing requires consideration of the dialogical, structural, and linguistic aspects of argumentation. However, finding an... |
| SourceID | crossref elsevier |
| SourceType | Enrichment Source Index Database Publisher |
| StartPage | 100752 |
| SubjectTerms | Argumentative writing Chatbots ChatGPT |
| Title | Collaborating with ChatGPT in argumentative writing classrooms |
| URI | https://dx.doi.org/10.1016/j.asw.2023.100752 |
| Volume | 57 |
| WOSCitedRecordID | wos001013484300001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVESC databaseName: Elsevier SD Freedom Collection Journals 2021 issn: 1075-2935 databaseCode: AIEXJ dateStart: 19950101 customDbUrl: isFulltext: true dateEnd: 99991231 titleUrlDefault: https://www.sciencedirect.com omitProxy: false ssIdentifier: ssj0014033 providerName: Elsevier |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV3NT8IwFG8UPHgxil_4lR6MB83I2MbWXUwIwa8QwgETPC2lWwWikzC-_nxf124DFKMHD1uWl-6x9Nc9fmtffw-hS8IqjsVcCu-33tUsQuGdMxjVmO1XKLcdoZoWF5twmk3S6bgtVWg8issJOGFI5nN3-K9Qgw3AFltn_wB36hQMcA2gwxlgh_OvgK9lyCbzrLUeHd-32mJug45eJ-9yv9E0uJkJSSOx6zbh0NEiWZULwrEX2S5bQYojNw05zYwNqUbwMsmSfGSp61pPmdTkgmGmiahJPARGoQEjqCwGTKkorSKeyLKQGrRfgrGcFxiUaDQrCeelrO2y8PXKH1KaJphkoA08cOEJF550sYnyhlNxIYrlq4_1zlO6bmTpptxSoR47WceOM_pWnuN7JrLALtq7aEd9FuCqhHMPbQRhQVTUVtk3BXTUUBPLEb7CjVQLO9pHt0uAYwE4VoDjfoiXAMcKSJwBfoCe7-rt2oOmqmJozHCdscYF6XMpdXyd-bYB_VB2mRsLKwK5hqPc5dQgvm8yS1Rtp2DnpgmfpTr3RV2VQ5QLP8LgGGGfkC5lFqV-YFndsklMTrhNbCHpYxrcKSI96SGPKcl4UbnkzVuLTBFdp7cMpV7KT42tpNs9RfgkkfNgCK2_7eQvv3GKtrOBfYZy49EkOEdbbDruR6MLNX4-AYcqcos |
| linkProvider | Elsevier |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Collaborating+with+ChatGPT+in+argumentative+writing+classrooms&rft.jtitle=Assessing+writing&rft.au=Su%2C+Yanfang&rft.au=Lin%2C+Yun&rft.au=Lai%2C+Chun&rft.date=2023-07-01&rft.issn=1075-2935&rft.volume=57&rft.spage=100752&rft_id=info:doi/10.1016%2Fj.asw.2023.100752&rft.externalDBID=n%2Fa&rft.externalDocID=10_1016_j_asw_2023_100752 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1075-2935&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1075-2935&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1075-2935&client=summon |