ABSTRACT This study explored the development of 11 EFL teachers’ cognitions about ChatGPT for teaching L2 writing and providing feedback as they completed a professional development (PD) program. Data were collected through interviews, student writing with ChatGPT feedback, and think‐aloud protocols. Although most teachers initially viewed ChatGPT positively, they critiqued its depth of feedback, inaccessible feedback for lower‐proficiency learners, and lack of individualized feedback, among others. However, after completing the program, they developed a more nuanced understanding of how prompt design impacts the quality of ChatGPT's feedback, reshaping their beliefs about its pedagogical potential. For example, teachers realized that ChatGPT could provide detailed feedback on higher‐order aspects of student writing, and that prompt adjustments could make its feedback more comprehensible for lower‐proficiency students. Moreover, two teachers reported that reviewing ChatGPT's feedback during the PD program enhanced their own feedback literacy, helping them become more aware of writing features they had previously overlooked in their feedback practices. Several pedagogical implications for both teachers and teacher educators are provided.
Rahmati et al. (Tue,) studied this question.
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