Improving Academic Writing Proficiency for EFL Students: Leveraging ChatGPT Using Data-Driven Learning Principles
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Abstract
This research examines a learner-centered approach to using ChatGPT based on data driven learning principles in essay writing instruction. A quasi-experimental study was adopted with three groups comprising 92 international students enrolled in a pre-sessional foundation writing course at a Thai university. The control group followed the usual textbook-centric curriculum. Experimental Group 1 was taught to compare their own writing with paper-based sample IELTS essays, and Experimental Group 2 used ChatGPT (GPT 3.5) generated paraphrases of their own compositions and guided worksheets for students to compare and analyze. Within group and between group posttest analysis of student compositions found that the participants that used ChatGPT significantly outperformed the other groups (control group posttest writing score x̄ = 74.03%; Experimental Group 1 writing posttest x̄ = 73.68%; Experimental Group 2 writing posttest score x̄ = 94.3% 0.001 at 0.05). A follow-up questionnaire and interview revealed that the participants in Experimental Group 2 appreciated using AI in this way and developed an increased level of confidence. The study concludes that the adapted use of AI powered chatbots is effective for developing short essay writing skills.
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References
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