Enhancing English as a Foreign Language (EFL) Learners' Writing with ChatGPT: A University-Level Course Design
| Title: | Enhancing English as a Foreign Language (EFL) Learners' Writing with ChatGPT: A University-Level Course Design |
|---|---|
| Language: | English |
| Authors: | Yu-Ching Tseng (ORCID |
| Source: | Electronic Journal of e-Learning. 2024 22(2):78-97. |
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| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Second Language Instruction, Second Language Learning, English (Second Language), Technology Uses in Education, Technology Integration, Artificial Intelligence, College Faculty, Technological Literacy, Pedagogical Content Knowledge, Course Content, Writing Instruction, Academic Language, Efficiency, Feedback (Response), Connected Discourse, Critical Thinking, College Students |
| Geographic Terms: | Taiwan |
| ISSN: | 1479-4403 |
| Abstract: | This research explores the innovative integration of OpenAI's GPT-3.5 within a university-level English as a Foreign Language (EFL) writing course, illustrating a novel approach to academic instruction. The course follows the ADDIE instructional design model, encompassing five systematic stages: analysis, design, development, implementation, and evaluation. This model serves as the backbone of the course structure, ensuring a comprehensive educational experience. The incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework in this course facilitates the effective integration of GPT-3.5 by enabling instructors to align advanced AI capabilities with appropriate pedagogical strategies, thereby enhancing the learning experience. TPACK guides educators in applying GPT-3.5's features in a manner that is contextually relevant and pedagogically sound, ensuring the technology's use complements the course content. The findings from this research are significant. They reveal that GPT-3.5 addresses three fundamental challenges often encountered in academic writing courses. Firstly, it enhances efficiency by providing immediate feedback and generating content ideas, accelerating the writing process. Secondly, GPT-3.5 ensures cohesive organization within students' writing, guiding them to structure their thoughts more logically. Lastly, it serves as a reliable substitute for traditional peer reviewers, offering critical and objective feedback that students can use to refine their drafts. As students engage with AI, they enter a dynamic partnership. This collaboration with GPT-3.5 fosters critical thinking and empowers students to develop a distinctive writing voice. Through this interaction, students are not merely passive recipients of knowledge but active participants in a learning process that is augmented by cutting-edge technology. This study not only provides insight into the potential of AI-augmented academic writing but also highlights GPT-3.5's role in promoting writing proficiency. It demonstrates that the application of AI in education can enhance the learning experience without compromising the individuality of student expression. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425486 |
| Database: | ERIC |
| ISSN: | 1479-4403 |
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| Published in: | Electronic Journal of e-Learning |
| Language: | English |