Exploring the Integration of ChatGPT in the EFL Writing Classroom

探討ChatGPT融合到英語寫作課堂的可能性

Hsu, Li-yuan(許麗媛)

AI authoring ； ChatGPT ； second language writing ； EFL writing ； 人工智能寫作 ； ChatGPT ； 第二語寫作 ； 英語作為外語寫作

東吳外語學報

57期（2024 / 09 / 01）

27 - 48

英文;繁體中文

The release of the latest artificial intelligence (AI) tool, ChatGPT, and its rapid adoption have caused considerable concern among educators, especially language teachers. Instead of prohibiting students from using AI, researchers have advocated that students should be trained in how to use it appropriately and ethically (Hargreaves, 2023; Yeo, 2023). The present study aimed to explore the feasibility of incorporating ChatGPT into a college-level English as a foreign language (EFL) writing class using an in-class post-writing reflection task. Fifteen first-year English majors, enrolled in an English Composition course, participated. The study explored whether the use of ChatGPT can foster noticing and promote self-regulated learning among student writers. Additionally, the study examined students' perceptions of the AI-tool's classroom usage. Data were primarily collected through students' written reflections and individual interviews, which were analyzed qualitatively. The findings showed that students reported noticing the mismatches between their original writing and ChatGPT's revisions in multiple aspects. They also demonstrated instances of self-regulated learning. In terms of students' perceptions, they acknowledged that the post-writing reflection exercise had the potential to enhance their writing skills. Furthermore, they recognized that ChatGPT cannot fully replace the essential roles of teachers and peer feedback. Some potential drawbacks of using the AI-tool, such as the loss of motivation and authorship, were also reported.

近年來人工智能工具ChatGPT的出現和其快速的應用，引起了教育界極大的關注，特別是語言教師。學者主張，與其禁止學生使用人工智能，不如培訓他們如何適當和道德地使用它（Hargreaves, 2023; Yeo, 2023）。本研究旨在探討在大學英語作為外語的寫作課堂中引入ChatGPT的可行性，主要採用的方式是課堂寫作後的反思任務。研究參與者為15名某國內大學英語系修讀寫作課的大學一年級學生。該研究探討了使用ChatGPT是否能促進學生注意力和自我規範的學習。此外，該研究還調查了學生對人工智能工具在課堂上使用的看法。研究資料來源主要來自學生的書面反思和個別訪談，採用質性資料分析方式。研究結果顯示，學生能從多方面觀察到自己的寫作草稿和ChatGPT修改版中的差異，他們同時也展現了自我規範學習的例子。在對ChatGPT的看法方面，學生普遍認為寫作反思練習對提升寫作能力有助益。此外他們也認為ChatGPT無法完全取代教師和同伴反饋的重要。另外他們也提出了使用人工智能工具可能存在的潛在缺點，例如失去學習動機和作者身分。