Abstract
Purpose: This study investigates the usefulness of ChatGPT-generated model texts as a feedback instrument. Specifically, it focuses on the effects of ChatGPT-generated model texts on EFL students’ text quality in terms of content, organisation, vocabulary, and grammar. Students’ perceptions are also examined to gauge a more comprehensive understanding from a subjective perspective.
Methodology: The study adopted a pretest and post-test quasi-experimental design with three groups: one control group (CG) without any form of feedback, one experimental group (EG1) with a model text written by human teachers, and one experimental group (EG2) receiving a model text generated by ChatGPT. Data were collected from 104 Chinese high school EFL students. Students’ writing tests were analysed using descriptive and inferential statistics, while perception questionnaires were analysed using descriptive statistics and content analysis.
Findings: The results showed that while there was no significant difference between the three groups at the outset, both experimental groups demonstrated better performance than the control group in all the analytical measures in the post-test with large effect sizes. In addition, the improvements made by EG1 and EG2 were similar. Students generally held positive perceptions of using ChatGPT-generated model texts as a feedback tool, although they expressed concerns about the potential lack of contextual relevance and stylistic unnaturalness of the AI-generated models.
Originality/value: This study contributes to the growing body of research on AI-assisted feedback and offers implications for integrating emerging technology, such as ChatGPT, into the use of model texts as a feedback instrument in EFL writing classrooms.
© 2025 The Author(s).
Methodology: The study adopted a pretest and post-test quasi-experimental design with three groups: one control group (CG) without any form of feedback, one experimental group (EG1) with a model text written by human teachers, and one experimental group (EG2) receiving a model text generated by ChatGPT. Data were collected from 104 Chinese high school EFL students. Students’ writing tests were analysed using descriptive and inferential statistics, while perception questionnaires were analysed using descriptive statistics and content analysis.
Findings: The results showed that while there was no significant difference between the three groups at the outset, both experimental groups demonstrated better performance than the control group in all the analytical measures in the post-test with large effect sizes. In addition, the improvements made by EG1 and EG2 were similar. Students generally held positive perceptions of using ChatGPT-generated model texts as a feedback tool, although they expressed concerns about the potential lack of contextual relevance and stylistic unnaturalness of the AI-generated models.
Originality/value: This study contributes to the growing body of research on AI-assisted feedback and offers implications for integrating emerging technology, such as ChatGPT, into the use of model texts as a feedback instrument in EFL writing classrooms.
© 2025 The Author(s).
| Original language | English |
|---|---|
| Journal | Innovation in Language Learning and Teaching |
| Online published | 3 Jul 2025 |
| DOIs | |
| Publication status | Online published - 3 Jul 2025 |
Research Keywords
- Models
- feedback
- ChatGPT
- L2 writing
- I-assisted language learning© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis GroupThis is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in anymedium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on whichthis article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.CONTACT Dunming (Jason) Lu [email protected] Department of English, City University of HongKong, 83, Tat Chee Avenue, Kowloon, Hong Kong, People’s Republic of ChinaINNOVATION IN LANGUAGE LEARNING AND TEACHINGhttps://doi.org/10.1080/17501229.2025.2525341
Publisher's Copyright Statement
- This full text is made available under CC-BY-NC-ND 4.0. https://creativecommons.org/licenses/by-nc-nd/4.0/
Fingerprint
Dive into the research topics of 'Exploring the use of ChatGPT-generated model texts as a feedback instrument: EFL students’ text quality and perceptions'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver