ChatGPT-Assisted Feedback and the Development of Lexical Resources in EFL Argumentative Writing: Students’ Perceptions and Motivation
DOI:
https://doi.org/10.54855/Keywords:
ChatGPT-assisted feedback; Lexical resources; Argumentative writing; EFL learners; MotivationAbstract
This research aims to understand how ChatGPT feedback helps Vietnamese EFL undergraduate students improve their vocabulary for argumentative writing and how they perceive, use, and feel motivated by the feedback they receive. The research is based on Technology Acceptance Models (TAM) and Self-Regulated Learning (SRL). The study collected data using a mixed-methods approach with 120 total participants, 60 in both experimental and 60 control groups. Quantitative data were collected via pre- and post-tests, questionnaires, and structural equation modeling; qualitative data were collected via interviews and learning reflections. Results indicated that students receiving feedback from ChatGPT demonstrated greater improvements in vocabulary compared to those receiving traditional teacher feedback. Students viewed ChatGPT as easy to use and helpful and were motivated by using AI feedback. Qualitative data indicated that students used strategic approaches for engaging with AI feedback: iterative revision, lexical comparison, and self-regulation/monitoring. Through mediation, motivation was found to be the mechanism through which the acceptance of technology influenced learning outcomes. The findings suggest that when provided with pedagogy that positions ChatGPT as an evaluator rather than as a source of content, it may facilitate the development of academic vocabulary in EFL writing
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