A comparative analysis of ChatGPT feedback impact on EFL writing: Home institution students vs. exchange students

Main Article Content

Petra Ivenz
Petra Polakova
Blanka Klimova

Abstract

This study examines the effectiveness of ChatGPT’s feedback on students’ writing according to set criteria, including grammar, conciseness, use of reporting verbs and liking phrases, and inclusion of key information. Two groups of students served as a research sample, 15 home (Czech) students and nine exchange students studying at a Czech university. Therefore, the research further explores the similarities and differences of how home and exchange students used ChatGPT’s feedback to improve their writing skills. Through a mixed-methods approach, the research study explores both qualitative and quantitative aspects of students’ work with ChatGPT in classes in Professional English. The results point to the fact that many aspects of students’ writing improved after ChatGPT’s intervention. Home students improved mainly the conciseness of their writing, inclusion of key information, and the use of linking phrases, while exchange students improved their conciseness and the use of linking phrases and reporting verbs. Even though these results are similar, there is also a difference as exchange students were stronger in the use of grammar compared to the home students. These results not only indicate the need to incorporate AI-driven tools to improve students’ foreign language skills, but they also highlight what aspects of language should be trained more in future lessons

Article Details

Section

Higher Education

References

Athanassopoulos, S. et al. (2023). The use of ChatGPT as a learning tool to improve foreign ‎language writing in a multilingual and multicultural classroom. Advances in Mobile ‎Learning Educational Research, 3(2). https://doi.org/10.25082/AMLER.2023.02.009‎

Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. ‎Assessing Writing, 57. https://doi.org/10.1016/j.asw.2023.100745‎

Coccia, M., & Benati, I. (2018). Comparative Studies. In: Farazmand, A. (eds) Global ‎Encyclopedia of Public Administration, Public Policy, and Governance. Springer, Cham. ‎https://doi.org/10.1007/978-3-319-31816-5_1197-1‎

Farahian, M. (2024). Is ChatGPT a cure all? Demystifying the impact of using ChatGPT on ‎EFL learners’ writing skill. Applied Linguistics Inquiry, 2(1), 89-103.‎

Hayes, J. (2024, April 23). The Rising Dark Side Of Business Travel CEOs Need To Pay ‎Attention. Forbes. https://www.forbes.com/sites/julianhayesii/2024/04/23/frequent-flyer-‎rethinking-companies-business-travel-approach/

Karataş, F., Abedi, F.Y., Ozek Gunyel, F. et al. (2024). Incorporating AI in foreign language ‎education: An investigation into ChatGPT’s effect on foreign language learners. Educ Inf ‎Technol, 29, 19343–19366. https://doi.org/10.1007/s10639-024-12574-6‎

Kurt, G., & Kurt, Y. (2024). Enhancing L2 writing skills: ChatGPT as an automated feedback ‎tool. Journal of Information Technology Education: Research, 23, 24.‎

Javaid, M. et al. (2023). Unlocking the opportunities through ChatGPT Tool towards ‎ameliorating the education system. BenchCouncil Transations on Benchmarks, Standards ‎and Evaluation, 3(2). https://doi.org/10.1016/j.tbench.2023.100115‎

Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: a mixed ‎methods intervention study. Smart Learning Environments, 11(9). ‎https://doi.org/10.1186/s40561-024-00295-9‎

Masoudi, H. A. (2024). Writing Proficiency among Non-native English Speakers. ‎International Journal of Educational Sciences and Arts (IJESA), 3(4). ‎https://doi.org/10.59992/IJESA.2024.v3n4p2‎

Mondal, H., & Mondal, S. (2023). ChatGPT in academic writing: Maximizing its benefits ‎and minimizing the risks. Indian Journal of Ophthalmology, 71(12), 3600–3606. ‎https://doi.org/10.4103/IJO.IJO_718_23

Özçelik, N. P. & Ekşi, G. Y. (2024). ChatGPT as a learning assistant – a case study. Smart ‎Learning Environments, 11(10). https://doi.org/10.1186/s40561-024-00296-8‎

Polakova, P. & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of ‎EFL students’ writing skills., Cogent Education, 11(1). ‎https://doi.org/10.1080/2331186X.2024.2410101‎

Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., A Iahad, N., Abdulla, A. A., ‎Akopyan, A., Aldana Segura, M. W., AlHumaid, J., Allam, M. F., Alló, M., Andoh, R. P. K., ‎Andronic, O., Arthur, Y. D., Aydın, F., Badran, A., Balbontín-Alvarado, R., Ben Saad, H., ‎Bencsik, A., … Aristovnik, A. (2025). Higher education students' perceptions of ChatGPT: ‎A global study of early reactions. PloS one, 20(2), e0315011. ‎https://doi.org/10.1371/journal.pone.0315011‎

Seelro, S. & Khan, M. A. (2024). Exploring the Benefits and Challenges of ChatGPT in ‎Enhancing ESL Learners Writing Skills. Academy of Education and Social Sciences Review, ‎‎4(4). https://doi.org/10.48112/aessr.v4i4.885‎

Shoul, T. (2024). Role of activity-based learning and ChatGPT on students’ performance in ‎education. Computers and Education: Artificial Intelligence, 6. ‎https://doi.org/10.1016/j.caeai.2024.100219‎

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing ‎the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in ‎psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843

Tlili, A. et al. (2023). What if the devil is my guardian angel: ChatGPT as a case study of ‎using chatbots in education. Smart Learning Environments, 10(15). ‎https://doi.org/10.1186/s40561-023-00237-x

Trang, N. T. Q. & Thu, P. T. (2024). Cultural influences on students’ information technology ‎skills development. International Journal of Multidisciplinary Research and Analysis, 7, ‎‎2014-2019. https://doi.org/10.47191/ijmra/v7-i05-26‎

Zhang, Y. (2024). Incorporating ChatGPT as an automated written corrective feedback tool ‎into L2 writing class1. Journal of Language Teaching, 4(4), 22-34. ‎https://doi.org/10.54475/jlt.2024.024‎

Most read articles by the same author(s)