This study aims to investigate the utilization of AI-assisted feedback by EFL college learners in their English writing. Specifically, the research sought to explore how writing assisted by ChatGPT improves students’ writing skills in comparison to peer feedback. Additionally, the study aimed to understand the learners’ perceptions regarding the use of ChatGPT in editing English writing. Participants were tasked with submitting their presentation scripts before their speaking exams. They received an instructional session on how to use the tool effectively and were told useful prompts for using ChatGPT. The collected writings were analyzed holistically by two experienced EFL instructors, and analytically by using Grammarly (2022), a free online grammar and spelling checker, to identify characteristics. The analysis revealed that there was a significant difference in holistic scores including content and organization. The experimental group who used the AI tool had significantly reduced grammatical and lexical errors. However, no significant difference between the groups was found in the word counts and use of vocabulary types. Additionally, reflections from participants indicates a positive attitude toward the use of AI-assisted feedback in English writing but there were some concerns about reliability and over-reliance. The study suggests pedagogical implications for the effective integration of AI-assistance in English writing based on these findings.
Chae-young Mun (2024) studied this question.