Beginner Spanish student experienceswith AI and teacher written correctivefeedback: an exploratory study

This study explores the integration of Artificial Intelligence tools into the curriculum of a beginner-level college Spanish course, focusing on the use of ChatGPT-3.5 to support writing tasks. This pilot aimed to compare the reception of AI-generated feedback against the more instructor-led written corrective feedback (WCF). Students were divided into three sections: (a) a control group that received instructor feedback following a color-coded system based on the Dynamic WCF (Hartshorn et al., 2010) approach; (b) an experimental group that used ChatGPT instead, following a prompt created through an iterative process to mimic the same categorization of errors as the control group; and (c) a second experimental ChatGPT group whose prompt entailed less error categorization. Results, collected through pre-/post-quarter surveys that included Likert scales and open-ended questions, suggest that only when AI operates under detailed instructions and supported approach do students perceive the quality, clarity, and usefulness of the feedback as comparable to that of the instructor. Additionally, students in that categorized feedback section experienced a reduction in writing anxiety almost similar to the control group. In contrast, a prompt designed to elicit less categorized feedback led to lower levels of satisfaction and greater distrust toward AI as a feedback tool. This preliminary study highlights that careful AI prompt engineering and teacher support is a key factor in ensuring its pedagogical effectiveness in the language classroom and manage writing anxiety.