JOURNAL ARTICLE

Can my writing be polished further? When ChatGPT meets human touch.

  • Published In: ELT Journal: English Language Teaching Journal, 2024, v. 78, n. 4. P. 401 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Lee, Yoo-Jean 3 of 3

Abstract

This article examines how Korean university students learning English as a Foreign Language (EFL) incorporate ChatGPT, an AI language model, into their academic essay writing within a collaborative classroom setting. Using the cognitive process model of writing—comprising planning, translating, and reviewing stages—the study highlights the critical role of human scaffolding from instructors and peers in guiding students to craft effective prompts, interpret AI feedback, and engage metacognitively with their writing. Findings indicate that this combined human-AI approach fosters emotional reassurance, enhances metacognitive awareness, and supports iterative writing refinement, while cautioning against overreliance on ChatGPT. The study suggests that strategic teacher facilitation and peer collaboration are essential for maximizing ChatGPT's benefits in EFL writing instruction.

Additional Information

  • Source:ELT Journal: English Language Teaching Journal. 2024/10, Vol. 78, Issue 4, p401
  • Document Type:Article
  • Subject Area:Language and Linguistics
  • Publication Date:2024
  • ISSN:0951-0893
  • DOI:10.1093/elt/ccae039
  • Accession Number:180861035
  • Copyright Statement:Copyright of ELT Journal: English Language Teaching Journal is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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