Interacting with ChatGPT for internal feedback and factors affecting feedback quality
Datos Bibliográficos
| ID | 19378374 |
|---|---|
| Autores | Angela Choi Fung Tam (0000-0003-1308-8075, Division of Languages & Communication, College of Professional and Continuing Education, the Hong Kong Polytechnic University, autor de correspondencia) |
| Año | 2025 |
| Volumen | 50 |
| Número | 2 |
| Páginas | 219-235 |
| Fecha de publicación | 2025-02-17 |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Assessment & Evaluation in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2024.2374485 |
| OpenAlex | W4400865886 |
| Idioma | EN |
| Citas recibidas | 25 |
| Referencias citadas | 29 |
Research consistently shows the importance of teacher and peer feedback in enabling students to generate internal feedback for improved learning. However, the utilisation of Generative Pre-Trained Transformer (ChatGPT) to support higher education students in generating internal feedback lacks clarity. This qualitative case study aimed to explore students’ experiences with ChatGPT as they sought assistance in generating internal feedback and to identify factors that influence the quality of feedback provided by ChatGPT. Forty-eight Chinese students with varying levels of writing proficiency participated in an English writing course, and data were collected through self-reflective questions, interviews, and conversation logs with ChatGPT. Qualitative data were analyzed using thematic coding. This qualitative case study aimed to explore students’ experiences with ChatGPT as they sought assistance in generating internal feedback and to identify the factors that influence the quality of feedback provided by ChatGPT. The quality of ChatGPT’s feedback was influenced by factors such as learners’ personal goals, the utilisation of the system’s multilingual capability, and their self-regulation writing strategies, which in turn affect the quality of prompts. These findings offer practical insights into the use of ChatGPT for generating internal feedback in second language (L2) writing
Business · Physics · Process management · Computer Science · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics · Psychology · Student Assessment and Feedback
Students’ development of AI metacognitive awareness in an EAP course
Leveraging generative AI to facilitate peer feedback in collaborative argumentation learning
Using LLM chatbots for feedback in L2 English academic writing
How teacher-GenAI integrated feedback affects undergraduate academic writing
Teacher feedback dilemmas and the use of GenAI
Evaluating generative artificial intelligence’s role in enhancing feedback for digital multimodal compositions
An investigation of utilizing technology in English as a foreign language writing
Conventional versus standards-based prompts
Mapping student-AI interaction dynamics in multi-agent learning environments
Mapping the landscape of AI-driven feedback in education
Fostering Student Engagement and Learning Perception Through Socratic Dialogue with ChatGPT
The Dimensions of Abundance in AI-Generated Feedback
Exploring the impact of AI feedback in academic writing self-assessment
Generative artificial intelligence in assessment
The influence of GenAI on second language writing instruction
Leveraging artificial intelligence to accelerate competency development in diagnostic reasoning of medical students
AI Chatbots and Dyslexia
A Systematic Scoping Review of Self‐Regulated Learning With AI in Language Education
GPT versus teacher feedback on English writing
How teacher feedback literacy changed by using Generative Artificial Intelligence (GenAI) feedback as exemplars
Who grades best? Comparing ChatGPT, peer, and instructor evaluations across varying levels of student project quality
Generative AI vs. instructor vs. peer assessments
The care-full craft of feedback in an age of generative AI
Exploring High School Students’ Preferences for English Writing Feedback
Negotiating the present, facing the past
Collaborating with ChatGPT in argumentative writing classrooms
Automated essay evaluation software in English Language Arts classrooms
The Development of Academic Self-Regulation
Analyzing the role of ChatGPT as a writing assistant at higher education level
Feedback and Self-Regulated Learning
Case Study Research
Using ChatGPT to promote research competency
The role of reference frames in learners’ internal feedback generation with a learning analytics dashboard
Self-assessment is about more than self
Making internal feedback explicit
To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design
The power of internal feedback
Measuring what learners do in feedback
Making internal feedback explicit
Predictive Effects of Writing Strategies for Self‐Regulated Learning on Secondary School Learners’ EFL Writing Proficiency
Formative assessment and self-regulated learning
Inter-Rater Reliability Methods in Qualitative Case Study Research
| Citas por año | 25 |
|---|---|
| Intervalo de citas | 2025 - 2026 (2) |
| Altamente citado | No |