Keyword: feedback

ABSTRACT: The emergence of ChatGPT has stimulated interest in its application to second language writing in higher education. While previous studies have compared ChatGPT feedback with that of teachers and examined student engagement with automated, teacher, and peer feedback, little attention has been paid to student engagement specifically with ChatGPT feedback. This study explores student engagement with both ChatGPT and teacher feedback in a college EFL (English as foreign language) argumentative writing class. The participants were 46 second-year English majors who completed two writing tasks. One essay received feedback from ChatGPT, generated with prompts related to both content and language, while the other received teacher feedback. Students revised their essays based on these two feedback types. Analysis of students’ revisions, questionnaire responses, and interview data indicated that students actively engaged with both forms of feedback. Interviews further revealed that students found both ChatGPT and teacher feedback to be understandable and acceptable. In light of these findings, the study suggests that teachers can effectively integrate ChatGPT feedback into teacher feedback in L2 writing classrooms to enhance student engagement and writing proficiency.

ABSTRACT: Collaboration between humans and artificial intelligence (AI) has the power to transform education, but research has yet to fully address how students engage cognitively with AI-powered feedback. Although studies suggest that AI can improve writing, few explore how students perceive and interact with AI tools. To fill this gap, the present study investigated Chinese university students’ perceptions and experiences of using AI-powered English writing feedback tools: automated writing evaluation, generative AI, and corpora. Two hundred and ten student reflective journals were subjected to qualitative thematic analysis using NVivo software, along with analysis of classroom observations and students’ writing. The students evaluated AI-powered feedback tools in three dimensions: content quality, delivery method, and overall effectiveness. They felt that these tools provided better grammar correction, instant feedback delivery, and an enhanced user experience, but challenges included vague explanations, limited emotional connection, and risks of overreliance. Based on these insights, this study introduces the Student-Teacher-AI Collaboration Model for feedback writing, which is designed to enhance collaboration between students, teachers, and AI in foreign language education. The findings have practical implications for the integration of AI tools into writing instruction and will inform policymaking in the rapidly evolving educational field.

ABSTRACT: This qualitative self-study, conducted as a multiple case study, investigated pre-service teachers (PSTs) experiences with non-traditional grading practices (NTGPs) in two mathematics methods courses taught by the authors – one designed for middle-grade PSTs (grades 4–8) and one designed for elementary PSTs (grades Pk-5). Archival data were analyzed through the lenses of pedagogical content knowledge (PCK), self-efficacy, and growth mindset to investigate how PSTs’ experiences with the process of NTGPs supported their learning. Additionally, the course instructors sought to explore which strategies promoted the successful implementation of NTGPs. Data comprised PSTs’ assignments/artifacts, reflections, and mid-semester and end-of-semester self-reflections as well as instructors’ reflections, data spreadsheets, and notes/debriefs from conversations conducted as part of their critical friendship. Thematic analysis was used to examine data independently by case (each course was identified as an independent case), and then, a cross-case analysis was performed, iteratively repeating for each research question. Throughout each course, feedback on assignments was provided via verbal and written comments to support PSTs’ growth in learning and understanding. Key findings describe the development of PSTs’ PCK through asking questions, unpacking feedback alongside instructors, and applying feedback to initial submissions. The findings show it is necessary to provide clear expectations, timely and detailed feedback, and access to clear rubrics aligned with learning goals and success criteria. PSTs and instructors must be willing to commit to the time required to successfully implement NTGPs. Additional findings show that PSTs can be supported by NTGPs to improve their self-efficacy and growth mindset to develop their PCK due to the reduced stress felt when instructors remove grades. However, more studies investigating NTGPs are required to support these findings. The authors reiterate that NTGPs are a work in progress and reflection is necessary after each implementation to continue to improve one’s practices for future students.

ABSTRACT: This review addresses the growing integration of technology in education by examining the role of Mentimeter, a student response system (SRS), in enhancing teaching and learning. The study aims to consolidate existing research to provide insights into Mentimeter’s impact on educational practices, identifying both its advantages and limitations and offering guidance for its effective use in diverse learning environments. A systematic review of 40 peer-reviewed studies published between 2010 and 2023 was conducted using thematic analysis. The studies were selected through extensive searches across six electronic databases, employing predefined inclusion and exclusion criteria. Data extraction and analysis focused on identifying recurring themes and patterns related to the use of Mentimeter in various educational settings. The review reveals that Mentimeter enhances student engagement, encourages collaboration, and boosts participation through its interactive and anonymous response features. It supports active learning and facilitates real-time formative assessment, making it a valuable tool for both in-person and online teaching. However, challenges such as technical issues, costs, and the need for training and ethical guidelines were also identified. The findings suggest that integrating Mentimeter into teaching practices can improve learning experiences by bringing interactivity and engagement. Educators are encouraged to explore innovative applications of the tool while addressing its limitations. Future research should focus on its long-term impact, applications in remote and hybrid learning environments, and comparative evaluations with other SRS.

ABSTRACT: Feedback is a powerful learning tool; however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies
cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom; however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.

ABSTRACT: Automated writing evaluation systems are formative assessment systems that provide immediate, automated feedback on L1, L2, and EFL students’ writing in the form of writing quality scores and suggestions for revising. As such, these systems have the potential for alleviating some of the persistent barriers teachers face to implementing evidence-based writing instruction practices. However, simply adopting this technology without careful attention to how it is implemented will not guarantee instructional benefits. In this article, we draw on prior research to make recommendations to effectively integrate automated writing evaluation alongside evidence-based writing instruction practices to improve writing instruction and intervention, leveraging the affordances of this technology while addressing its limitations. Specifically, we discuss how researchers, interventionists, and educators using automated writing evaluation should develop students’ knowledge of underlying evaluation criteria; teach strategies for planning, drafting, and revising; supplement automated feedback with effective teacher-provided feedback; and enact goal setting and progress monitoring.