The Use of ChatGPT Chatbot in Enhancing Writing Skills of ESL Students

Öz

On the way of digitizing society, Artificial Intelligence (AI) has started to have profound impacts on all aspects of the modern life. In this regard, the main purpose of this study was to explore the effects of generative AI technology use on the students’ writing performance in language education context. Chat Generative Pre-trained Transformer (ChatGPT) chatbot developed by OpenAI was the AI-powered application utilized by 14 participants during their writing process. One-group pretest-posttest quasi-experimental research design was adopted as a study design. Based on the obtained data, it can be concluded that the use of ChatGPT chatbot with the purpose of developing writing skills have positive and significant effects on the aspects of grammatical accuracy, lexical sophistication, and syntactic complexity. It has been also noted that with its non-defensive learning opportunities, chatbot-assisted language learning has positive impact on the participants’ writing achievement, motivation, and self-directed learning.

Anahtar Kelimeler

• chatGPT
• chatbot
• writing skills
• grammar
• lexical diversity
• discourse

Etik Beyan

The ethics committee approval has been obtained for the current study: Ethics committee approval was obtained from the Dicle University Social and Human Sciences Ethics Committee on 13 May 2024, with Decision No. 704720.

Yabancı Dil Olarak İngilizce Öğrencilerinin Yazma Becerilerini Geliştirmede ChatGPT’nin Kullanımı

Öz

Toplumun dijitalleşmesi yolunda, Yapay Zeka (YZ), modern yaşamın tüm yönleri üzerinde derin etkiler yaratmaya başlamıştır. Bu bağlamda, bu çalışmanın temel amacı, dil eğitimi bağlamında öğrencilerin yazma performansları üzerindeki üretken YZ teknolojisi kullanımının etkilerini araştırmaktır. OpenAI tarafından geliştirilen ChatGPT (ChatGPT) adlı üretken önceden eğitilmiş Transformer sohbet robotu, yazma süreçlerinde 14 katılımcı tarafından kullanılan YZ destekli uygulamadır. Çalışma tasarımı olarak tek gruplu ön test-son test yarı deneysel araştırma tasarımı benimsenmiştir. Elde edilen verilere dayanarak, yazma becerilerini geliştirmek amacıyla ChatGPT sohbet robotunun kullanımının, dilbilgisel doğruluk, sözcük dağarcığı zenginliği ve sözdizimsel karmaşıklık yönlerinde olumlu ve anlamlı etkileri olduğu sonucuna varılabilir. Ayrıca, savunmacı olmayan öğrenme fırsatlarıyla, sohbet robotu destekli dil öğreniminin katılımcıların yazma başarısı, motivasyonu ve öz-yönlendirilmiş öğrenmesi üzerinde olumlu bir etkisi olduğu da kaydedilmiştir.

Anahtar Kelimeler

• chatgpt
• sohbet robotu
• yazma becerileri
• dil bilgisi
• sözcük çeşitliliği
• söylem

Etik Beyan

Bu çalışma için etik kurul onayı alınmıştır: Dicle Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu'ndan 13 Mayıs 2024 tarihinde 704720 numaralı karar ile etik kurul onayı alınmıştır.

Kaynakça

1. Abbasi, S., & Kazi, H. (2014). Measuring the effectiveness of learning chatbot systems on students’ learning outcomes and memory retention. Asian Journal of Applied Science and Engineering, 3(7), 57–66. https://doi.org/10.15590/ajase/2014/v3i7/53576
2. Abdelhalim, S. M. (2024). Using ChatGPT to promote research competency: English as a foreign language undergraduates' perceptions and practices across varied metacognitive awareness levels. Journal of Computer Assisted Learning, 40(3), 1261-1275. https://doi.org/10.1111/jcal.12948
3. Agustini, N. P. O. (2023). Examining the role of ChatGPT as a learning tool in promoting students’ English language learning autonomy relevant to Kurikulum Merdeka Belajar. Edukasia: Jurnal Pendidikan Dan Pembelajaran, 4(2), 921–934.
4. Alenizi, M. A. K., Mohamed, A. M., & Shaaban, T. S. (2023). Revolutionizing EFL special education: How ChatGPT is transforming the way teachers approach language learning. INNOEDUCA–International Journal of Technology and Educational Innovation, 9(2), 5–23. https://doi.org/10.24310/innoeduca.2023.v9i2.16774
5. Alharbi, K., & Khalil, L. (2023). Artificial intelligence (AI) in ESL vocabulary learning: An exploratory study on students’ and teachers’ perspectives. Migration Letters, 20(S12), 1030–1045. https://migrationletters.com/index.php/ml/article/view/8224
6. Ali, J. K. M., Shamsan, M. A. A. , Hezam, T. A., & Mohammed, A. A. Q. (2023). Impact of ChatGPT on learning motivation. Teachers and students’ voices. Journal of English Studies in Arabia Felix (JESAF), 2(1), 41–49. https://doi.org/10.56540/jesaf.v2i1.51
7. Ali, Z. (2020). Artificial intelligence (AI): A review of its uses in language teaching and learning. IOP Conference Series: Materials Science and Engineering, 769(1), Article 012043. https://doi.org/10.1088/1757-899X/769/1/012043
8. Arif, T., Munaf, U., & Ul-Haque, I. (2023). The future of medical education and research: Is ChatGPT a blessing or blight in disguise? Medical Education Online, 28, Article 2181052. https://doi.org/10.1080/10872981.2023.2181052

9. Bai, L., & Hu, G. (2017). In the face of fallible AWE feedback: How do students respond? Educational Psychology, 37(1), 67–81. https://doi.org/10.1080/01443410.2016.122327
10. Balcı, Ö. (2024). The role of ChatGPT in English as a foreign language (EFL) learning and teaching: A systematic review. International Journal of Current Educational Studies, 3(1), 66–82. https://doi.org/10.46328/ijces.107
11. Ballock, E., McQuitty, V., & McNary, S. (2018). An exploration of professional knowledge needed for reading and responding to student writing. Journal of Teacher Education, 69(1), 56–68. https://doi.org/10.1177/0022487117702576
12. Bansal, G., Chamola, V., Hussain, A., Guizani, M., & Niyato, D. (2024). Transforming conversations with AI: A comprehensive study of ChatGPT. Cognitive Computation, 16(5), 2487–2510. https://doi.org/10.1007/s12559-023-10236-2
13. Barrot, J. S. (2023). ChatGPT as a language learning tool: An emerging technology report. Technology, Knowledge and Learning, 29(2), 1151–1156. https://doi.org/10.1007/s10758-023-09711-4
14. Bin-Hady, W. R. A., Al-Kadi, A., Hazaea, A., & Ali, J. K. M. (2025). Exploring the dimensions of ChatGPT in English language learning: A global perspective. Library Hi Tech, 43(5–6), 1315–1328. https://doi.org/10.1108/LHT-05-2023-0200
15. Božić, V., & Poola, I. (2023). ChatGPT and education [Preprint]. ResearchGate. https://doi.org/10.13140/RG.2.2.18837.40168
16. Burstein, J., Chodorow, M., & Leacock, C. (2004). Automated essay evaluation: The Criterion online writing service. AI Magazine, 25(3), 27–36. https://doi.org/10.1609/aimag.v25i3.1774
17. Chen, C. F. E., & Cheng, W. Y. E. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology 12(2), 94–112.
18. Chukwuere, J. E. (2024). Today's academic research: The role of ChatGPT writing. Journal of Information Systems and Informatics, 6(1), 30–46. https://doi.org/10.51519/journalisi.v6i1.639
19. Clarizia, F., Colace, F., Lombardi, M., Pascale, F., & Santaniello, D. (2018). Chatbot: An education support system for students. In Proceedings of the International Symposium on Cyberspace Safety and Security (pp. 291–302). Springer. https://doi.org/10.1007/978-3-030-01689-0_23
20. Cole, J., & Feng, J. (2015). Effective strategies for improving writing skills of elementary English language learners. In Proceedings of the Chinese American Educational Research and Development Association Annual Conference (pp. 1–25). ERIC.
21. Cotos, E. (2011). Potential of automated writing evaluation feedback. CALICO Journal, 28(2), 420–459. https://doi.org/10.11139/cj.28.2.420-459
22. Dai, W., Lin, J., Jin, H., Li, T., Tsai, Y. S., Gašević, D., & Chen, G. (2023). Can large language models provide feedback to students? A case study on ChatGPT. In 2023 IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 323–325). IEEE. https://doi.org/10.1109/ICALT56417.2023.00100
23. Derakhshan, A., & Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research-active EFL teachers’ perceptions. International Journal of Applied Linguistics, 34(4), 1246–1264. https://doi.org/10.1111/ijal.12561
24. Dikli, S., & Bleyle, S. (2014). Automated essay scoring feedback for second language writers: How does it compare to instructor feedback? Assessing Writing, 22, 1–17. https://doi.org/10.1016/j.asw.2014.01.002
25. Divekar, R. R., Drozdal, J., Chabot, S., Zhou, Y., Su, H., Chen, Y., & D’Souza, R. (2022). Foreign language acquisition via artificial intelligence and extended reality: Design and evaluation. Computer Assisted Language Learning, 35(10), 2332–2360. https://doi.org/10.1080/09588221.2021.1879162
26. Durga, V. S. S., & Rao, C. S. (2018). Developing students’ writing skills in English: A process approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6), 1–5.
27. Eaton, S. E., Brennan, R., Wiens, J., & McDermott, B. (2023). Artificial intelligence and academic integrity: The ethics of teaching and learning with algorithmic writing technologies. University of Calgary. https://prism.ucalgary.ca/handle/1880/115769
28. Firat, M. (2023). How ChatGPT can transform autodidactic experiences and open education? [Preprint]. OSF Preprints. https://doi.org/10.31219/osf.io/9ge8m
29. Fryer, L. K., Coniam, D., Carpenter, R., & Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. Language Learning & Technology, 24(2), 8–22. https://www.lltjournal.org/item/44719
30. Fuchs, K. (2023). Exploring the opportunities and challenges of NLP models in higher education: Is ChatGPT a blessing or a curse? Frontiers in Education, 8, 1166682. https://doi.org/10.3389/feduc.2023.1166682
31. Gao, Y., Wang, Q., & Wang, X. (2024). Exploring EFL university teachers' beliefs in integrating ChatGPT and other large language models in language education: A study in China. Asia Pacific Journal of Education, 44(3), 681–696. https://doi.org/10.1080/02188791.2024.2305173
32. Gilson, A., Safranek, C. W., Huang, T., Socrates, V., Chi, L., Taylor, R. A., & Chartash, D. (2023). How does ChatGPT perform on the United States Medical Licensing Examination (USMLE)? The implications of large language models for medical education and knowledge assessment. JMIR Medical Education, 9, e45312. https://doi.org/10.2196/45312
33. Glaser, N. (2023). Exploring the potential of ChatGPT as an educational technology: An emerging technology report. Technology, Knowledge and Learning, 28(4), 1945–1952. https://doi.org/10.1007/s10758-023-09684-4
34. Goda, Y., Yamada, M., Matsukawa, H., Hata, K., & Yasunami, S. (2014). Conversation with a chatbot before an online EFL group discussion and the effects on critical thinking. Journal of Information and Systems in Education, 13(1), 1–7. https://doi.org/10.12937/ejsise.13.1
35. Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT's potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(8), 10253–10281. https://doi.org/10.1007/s10639-023-12146-0
36. Haleem, A., Javaid, M., & Singh, R. P. (2023). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(1), Article 100089. https://doi.org/10.1016/j.tbench.2023.100089
37. Hedge, T. (2005). Writing. Oxford University Press.
38. Henrickson, L. (2023). Chatting with the dead: The hermeneutics of thanabots. Media, Culture & Society, 45(5), 949–966. https://doi.org/10.1177/01634437221147626
39. Ho, P. X. P. (2024). Using ChatGPT in English language learning: A study on I.T. students’ attitudes, habits, and perceptions. International Journal of TESOL & Education, 4(1), 55–68. https://doi.org/10.54855/ijte.24414
40. Hockly, N. (2019). Automated writing evaluation. ELT Journal, 73(1), 82–88. https://doi.org/10.1093/elt/ccy044
41. Hwang, W. Y., Nurtantyana, R., Purba, S. W. D., Hariyanti, U., Indrihapsari, Y., & Surjono, H. D. (2023). AI and recognition technologies to facilitate English as a foreign language writing for supporting personalization and contextualization in authentic contexts. Frontiers in Psychology, 14, Article 1302135. https://doi.org/10.3389/fpsyg.2023.1302135
42. Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. Continuum.
43. Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge University Press.
44. Hyland, K. (2015). Teaching and researching writing (3rd ed.). Routledge.
45. Iqbal, N., Ahmed, H., & Azhar, K. A. (2023). Exploring teachers’ attitudes towards using ChatGPT. Global Journal of Management and Administrative Sciences, 3(4), 97–111. https://doi.org/10.46568/gjmas.v3i4.163
46. Islam, I., & Islam, M. N. (2023). Opportunities and challenges of chatbots in academia: A conceptual analysis. Authorea Preprints.
47. Kaharuddin, K. (2021). Assessing the effect of using artificial intelligence on the writing skill of Indonesian learners of English. Linguistics and Culture Review, 5(1), 288–304. https://doi.org/10.21744/lingcure.v5n1.1555
48. Kalla, D., Smith, N., Kuraku, S., & Samaah, F. (2023). Study and analysis of Chat GPT and its impact on different fields of study. International Journal of Innovative Science and Research Technology, 8(3), 827–833. https://doi.org/10.5281/zenodo.10250455
49. Karataş, F., Yaşar Abedi, F., Özek Gunyel, F., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT's effect on foreign language learners. Education and Information Technologies, 29(15), 19343–19366. https://doi.org/10.1007/s10639-024-12574-6
50. Kellogg, R. T., Whiteford, A. P., & Quinlan, T. (2010). Does automated feedback help students learn to write? Journal of Educational Computing Research, 42(2), 173–196. https://doi.org/10.2190/EC.42.2.c
51. Kim, J. B. (2019). Implementation of artificial intelligence system and traditional system: A comparative study. Journal of System and Management Sciences, 9(3), 135–146. https://doi.org/10.33168/JSMS.2019.0309
52. Kim, J.-S., & Jang, E.-S. (2020). Artificial intelligence literacy-based teaching conditions and model for improving primary English language learners' global digital citizenship. Journal of the Association of Global Studies Education, 12(3), 169–198. https://doi.org/10.19037/agse.12.3.06
53. Klimova, B., Pikhart, M., & Al-Obaydi, L. H. (2024). Exploring the potential of ChatGPT for foreign language education at the university level. Frontiers in Psychology, 15, Article 1341700. https://doi.org/10.3389/fpsyg.2024.1341700
54. Lee, J. H., Shin, D., & Noh, W. (2023). Artificial intelligence-based content generator technology for young English-as-a-foreign-language learners' reading enjoyment. RELC Journal, 54(2), 508–516. https://doi.org/10.1177/00336882231165060
55. Liao, H. C. (2016). Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach. System, 62, 77–92. https://doi.org/10.1016/j.system.2016.02.007
56. Lin, M. P. C., & Chang, D. (2020). Enhancing post-secondary writers’ writing skills with a chatbot. Educational Technology & Society, 23(1), 78–92. https://www.jstor.org/stable/26915408
57. Lisovets, V. (2017, October 25). Essentials of artificial intelligence for language learning. Intellias. https://www.intellias.com/how-ai-helps-crack-a-new-language
58. Liu, C., Hou, J., Tu, Y. F., Wang, Y., & Hwang, G. J. (2023). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 31(8), 4978–4996. https://doi.org/10.1080/10494820.2021.2012812
59. Liu, Y., Han, T., Ma, S., Zhang, J., Yang, Y., Tian, J., He, H., Li, A., He, M., Liu, Z., Wu, Z., Zhao, L., Zhu, D., Li, X., Qiang, N., Shen, D., Liu, T., & Ge, B. (2023). Summary of ChatGPT/GPT‑4 research and perspective towards the future of large language models. arXiv. https://doi.org/10.48550/arXiv.2304.01852
60. Liu, G. L., Darvin, R., & Ma, C. (2025). Exploring AI-mediated informal digital learning of English (AIIDLE): A mixed-method investigation of Chinese EFL learners' AI adoption and experiences. Computer Assisted Language Learning, 38(3), 594–625. https://doi.org/10.1080/09588221.2024.2310288
61. Losi, R. V., Putra, E., Ali, N., & Dewi, A. S. (2024). Investigating artificial intelligence (AI) as a vocabulary learning tool: Students' perception to use ChatGPT. In Proceedings of the International Conference on Religion, Science and Education (Vol. 3, pp. 561–566). https://sunankalijaga.org/prosiding/index.php/icrse/article/view/1208
62. McCarthy, P. M., & Jarvis, S. (2010). MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42(2), 381–392. https://doi.org/10.3758/BRM.42.2.381
63. Mijwil, M., Aljanabi, M., & Ali, A. H. (2023). ChatGPT: Exploring the role of cybersecurity in the protection of medical information. Mesopotamian Journal of CyberSecurity, 2023, 18–21. https://doi.org/10.58496/MJCS/2023/004
64. Mohamed, A. M. (2024). Exploring the potential of an AI-based chatbot (ChatGPT) in enhancing English as a foreign language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 29(3), 3195–3217. https://doi.org/10.1007/s10639-023-11917-z
65. Naumova, E. N. (2023). Intellectual humility in public health training, research, and practice. Journal of Public Health Policy, 44(1), 1–5. https://doi.org/10.1057/s41271-022-00389-z
66. Nazir, A., & Wang, Z. (2023). A comprehensive survey of ChatGPT: Advancements, applications, prospects, and challenges. Meta-Radiology, 1(2), 100022. https://doi.org/10.1016/j.metrad.2023.100022
67. Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Longman.
68. Oktadela, R., Elida, Y., & Ismail, S. (2023). Improving English vocabulary through artificial intelligence (AI) chatbot application. Journal of English Language and Education, 8(2), 63–72.
69. Opara, E. C., Adalikwu, M.-E. T., & Tolorunleke, C. A. (2023). ChatGPT for teaching, learning and research: Prospects and challenges. Global Academic Journal of Humanities and Social Sciences, 5(2), 33–40. https://doi.org/10.36348/gajhss.2023.v05i02.001
70. Özçelik, N. P., & Ekşi, G. Y. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant— a case study. Smart Learning Environments, 11,10. https://doi.org/10.1186/s40561-024-00296-8
71. Parra G., L., & Calero S., X. (2019). Automated writing evaluation tools in the improvement of the writing skill. International Journal of Instruction, 12(2), 209–226. https://doi.org/10.29333/iji.2019.12214a
72. Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1), 84–93. https://doi.org/10.1177/10776958221149577 Perkins, M. (2023). Academic integrity considerations of AI large language models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching & Learning Practice, 20(2), Article 07. https://doi.org/10.53761/1.20.02.07
73. Radford, A., Narasimhan, K., Salimans, T., & Sutskever, I. (2018). Improving language understanding by generative pre-training. arXiv. https://doi.org/10.48550/arXiv.1801.06146
74. Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for education and research: Opportunities, threats, and strategies. Applied Sciences, 13(9), 5783. https://doi.org/10.3390/app13095783
75. Ranalli, J., Link, S., & Chukharev-Hudilainen, E. (2017). Automated writing evaluation for formative assessment of second language writing: Investigating the accuracy and usefulness of feedback as part of argument-based validation. Educational Psychology, 37(1), 8–25. https://doi.org/10.1080/01443410.2015.1136407
76. Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning & Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9
77. Schmidt-Fajlik, R. (2023). ChatGPT as a grammar checker for Japanese English language learners: A comparison with Grammarly and ProWritingAid. AsiaCALL Online Journal, 14(1), 105–119. https://doi.org/10.54855/acoj.231417
78. Selvaraj, M., & Aziz, A. A. (2019). Systematic review: Approaches in teaching writing skill in ESL classrooms. International Journal of Academic Research in Progressive Education and Development, 8(4), 450–473. https://doi.org/10.6007/IJARPED/v8-i4/6564
79. Shaikh, S., Yayilgan, S. Y., Klimova, B., & Pikhart, M. (2023). Assessing the usability of ChatGPT for formal English language learning. European Journal of Investigation in Health, Psychology and Education, 13(9), 1937–1960. https://doi.org/10.3390/ejihpe13090140
80. Shawar, B. A. (2017). Integrating CALL systems with chatbots as conversational partners. Computación y Sistemas, 21(4), 615–626. https://doi.org/10.13053/CyS-21-4-2868
81. Shermis, M. D., & Burstein, J. (Eds.). (2003). Automated essay scoring: A cross-disciplinary perspective. Lawrence Erlbaum Associates.
82. Shidiq, M. (2023). The use of artificial intelligence-based ChatGPT and its challenges for the world of education: From the viewpoint of the development of creative writing skills. Society and Humanity, 1(1), 12–23.
83. Singh, S. K., Kumar, S., & Mehra, P. S. (2023). ChatGPT & Google Bard AI: A review. In Proceedings of the 2023 International Conference on IoT, Communication and Automation Technology (ICICAT) (pp. 1–6). IEEE. https://doi.org/10.1109/ICICAT57735.2023.10263706
84. Sobieszek, A., & Price, T. (2022). Playing games with AIs: The limits of GPT-3 and similar large language models. Minds and Machines, 32(2), 341–364. https://doi.org/10.1007/s11023-022-09602-0
85. Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, Article 1260843. https://doi.org/10.3389/fpsyg.2023.1260843
86. Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/10.1016/j.asw.2023.100752
87. Taecharungroj, V. (2023). “What can ChatGPT do?” Analyzing early reactions to the innovative AI chatbot on Twitter. Big Data and Cognitive Computing, 7(1), 35. https://doi.org/10.3390/bdcc7010035
88. Tajik, E., & Tajik, F. (2023). A comprehensive examination of the potential application of ChatGPT in higher education institutions (Preprint). TechRxiv. https://doi.org/10.36227/techrxiv.22589497.v1
89. Tangpermpoon, T. (2008). Integrated approaches to improve students’ writing skills for English major students. ABAC Journal, 28(2), 1–9.
90. Tseng, Y. C., & Lin, Y. H. (2024). Enhancing English as a Foreign Language (EFL) learners' writing with ChatGPT: A university-level course design. Electronic Journal of e-Learning, 22(2), 78–97. https://doi.org/10.34190/ejel.22.2.3329
91. Wang, P.-L. (2015). Effects of an automated writing evaluation program: Student experiences and perceptions. Electronic Journal of Foreign Language Teaching, 12(1), 79–100.
92. Wang, Y., Xiong, M., & Olya, H. (2020). Toward an understanding of responsible artificial intelligence practices. In Proceedings of the 53rd Hawaii International Conference on System Sciences (pp. 4962–4971). https://doi.org/10.24251/HICSS.2020.610
93. Wang, Y. (2021). Artificial intelligence in educational leadership: A symbiotic role of human–artificial intelligence decision-making. Educational Policy Studies Faculty Publications, 42.
94. Warschauer, M., & Grimes, D. (2008). Automated writing assessment in the classroom. Pedagogies: An International Journal, 3(1), 22–36. https://doi.org/10.1080/15544800701771580
95. Weigle, S. C. (2013). English as a second language writing and automated essay evaluation. In M. D. Shermis & J. Burstein (Eds.), Handbook of automated essay scoring: Current applications and future directions (pp. 36–54).Routledge.
96. Williams, J. D. (2003). Preparing to teach writing: Research, theory, and practice (3rd ed.). Lawrence Erlbaum Associates.
97. Wilson, J., Olinghouse, N. G., & Andrada, G. N. (2014). Does automated feedback improve writing quality? Learning Disabilities: A Contemporary Journal, 12(1), 93–118.
98. Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English language arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94–109. https://doi.org/10.1016/j.compedu.2016.05.004
99. Wilson, J., & Roscoe, R. D. (2020). Automated writing evaluation and feedback: Multiple metrics of efficacy. Journal of Educational Computing Research, 58(1), 87–125. https://doi.org/10.1177/0735633119830764
100. Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experiences and perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212
101. Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943–13967. https://doi.org/10.1007/s10639-023-11742-4
102. Yan, D. (2025). Feedback seeking abilities of L2 writers using ChatGPT: A mixed-method multiple case study. Kybernetes, 54(3), 1292–1317. https://doi.org/10.1108/K-09-2023-1933
103. Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179–200. https://doi.org/10.1016/j.jslw.2006.09.004
104. Yu, S., Wang, B., & Teo, T. (2018). Understanding linguistic, individual, and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms. Educational Research Review, 24, 181–192. https://doi.org/10.1016/j.edurev.2018.06.001
105. Yu, H. (2023). Reflection on whether ChatGPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1181712. https://doi.org/10.3389/fpsyg.2023.1181712
106. Zhai, X. (2022). ChatGPT user experience: Implications for education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4312418
107. Zhang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90–102. https://doi.org/10.1016/j.asw.2018.02.004