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http://hdl.handle.net/10397/117653
| Title: | ChatGPT as an automated writing evaluation tool : how students perceive it and how it affects their writing | Authors: | Ding, L Zou, D Kohnke, L |
Issue Date: | Dec-2025 | Source: | Education and information technologies, Dec. 2025, v. 30, no. 18, p. 26777-26799 | Abstract: | Generative artificial intelligence (GAI) language models, exemplified by ChatGPT, are significantly helping language learners in writing practice by providing immediate formative feedback. This study investigates whether ChatGPT’s writing feedback influences graduate students’ academic writing abilities and compares it with combined instructor and ChatGPT feedback. The students receiving only ChatGPT feedback (Group A) showed significant improvements in mechanics, tone, grammar, APA formatting, and overall writing quality, with lesser gains in organisation and no significant change in content. In contrast, the students who received combined feedback (Group B) exhibited significant enhancements in all of the parameters that were evaluated, including the areas in which Group A lagged. However, the only significant between-group difference was in grammar, although there was a marginal difference in organisation that suggested a trend towards greater improvement in Group B. The participants expressed positive attitudes about using ChatGPT as an automated writing evaluation tool, especially for correcting grammar and enriching vocabulary. | Keywords: | Automated writing evaluation ChatGPT Student perceptions Writing performance |
Publisher: | Springer New York LLC | Journal: | Education and information technologies | ISSN: | 1360-2357 | EISSN: | 1573-7608 | DOI: | 10.1007/s10639-025-13775-3 | Rights: | © The Author(s) 2025 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The following publicaiton Ding, L., Zou, D. & Kohnke, L. ChatGPT as an automated writing evaluation tool: how students perceive it and how it affects their writing. Educ Inf Technol 30, 26777–26799 (2025) is available at https://doi.org/10.1007/s10639-025-13775-3. |
| Appears in Collections: | Journal/Magazine Article |
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|---|---|---|---|---|
| s10639-025-13775-3.pdf | 1.21 MB | Adobe PDF | View/Open |
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