International Journal of Computer-Assisted Language Learning and Teaching, Год журнала: 2024, Номер 14(1), С. 1 - 21
Опубликована: Ноя. 21, 2024
This study statistically compared the differences between Chat Generative Pre-Trained Transformer (ChatGPT) and teacher instruction, comparing use of ChatGPT with teachers' roles in developing English as a Foreign Language writing. A mixed-method approach was employed. The quantitative component examined learners' writing performance, before after revisions given by ChatGPT, well receiving instruction. Additionally, explores results two groups. qualitative analysis explored outcomes using identified through observational data. total 50 English-language learners from public university were involved sample. results, based on Test Internet-Based (TOEFL-iBT) criteria, revealed that instruction led to higher scores greater improvement than revisions. Key implications this highlight areas cannot replicate: (a) understanding (b) individual critical thinking, (c) offering ethical guidance. Integrating into curricula AI professional development are recommended.
Язык: Английский