تعداد نشریات | 23 |
تعداد شمارهها | 368 |
تعداد مقالات | 2,890 |
تعداد مشاهده مقاله | 2,566,165 |
تعداد دریافت فایل اصل مقاله | 1,821,826 |
The Impact of Artificial Intelligence (chat GPT) on Writing Accuracy of Iranian Intermediate EFL Learners and Their Level of Motivation | ||
Technology Assisted Language Education | ||
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 05 اسفند 1403 | ||
نوع مقاله: Original Article | ||
شناسه دیجیتال (DOI): 10.22126/tale.2025.11123.1063 | ||
نویسندگان | ||
Shaghayegh Jafari* 1؛ Laleh Fakhraee2؛ Morteza Teimourtash3 | ||
1Ministery of Education | ||
2Professor,. English Language Department,. Shahr-e-Qods Branch, Islamic Azad University., Tehran., Iran | ||
3Professor., English Language Department., Shahr-e-Qods Branch, Islamic Azad University,. Tehran., Iran, | ||
چکیده | ||
This study investigated the impact of ChatGPT on writing accuracy and motivation of Iranian intermediate EFL learners. Initially, the Oxford Placement Test (OPT) was administered to 113 intermediate EFL learners; who were selected from two language institutes in Tehran,. Based on the results of the OPT a group of 40 homogeneous learners were selected as the main participants of the study. The selected participants were randomly assigned to an experimental and a control group each consisting of 20 paticipants. Before the treatment, a writing accuracy pretest and a motivation questionnaire were administered to the participants in both groups. Later, the experimental group received AI-assisted writing instruction using ChatGPT through a web-based interface designed specifically for the study. They were trained on effective interaction with ChatGPT to enhance their writing skills and encouraged to use it at their convenience, both at home and in the classroom, to create a personalised learning experience. On the other hand, the control group was taught through traditional methods of writing instruction, in which they wrote and revised texts by themselves. After eight sessions of instruction; each lasting 90 minutes, participants in both groups were given a writing posttest and a motivation questionnaire. Next, the pretest and posttest results were analysed using independent samples t-tests, which revealed a statistically significant positive impact of ChatGPT on Iranian intermediate EFL learners’ writing accuracy and motivation. The study provides some theoretical and pedagogical implications for EFL learners and teachers. | ||
کلیدواژهها | ||
Artificial Intelligence (AI)؛ Motivation؛ Writing Accuracy؛ CALL؛ Quantitative Study | ||
مراجع | ||
Abbott, G. (1981). The teaching of English as an international language: a practical guide. (No Title).
Abrams, M.S. (2001). Resilience in ambiguous loss. American Journal of Psychotherapy, 55, 283-299.
Ahmed, D. (2022). Effect size and its use in investigating the validity of educational and psychological research results. Journal of Palestinian Educational Researches and Studies: Gaza Miqudad Press, 1(3), 100-115.
Amiryousefi, M. (2017). The differential effects of collaborative vs. individual prewriting accuracy planning on computer-mediated L2 writing accuracy: transferability of task-based linguistic skills in focus. Computer Assisted Language Learning, 30(8), 1-21.
Ariyanti, M., & Anam, S. (2021). Examining the role of online writing accuracy tools in enhancing EFL students’ writing skills. TESOL Quarterly, 47(2), 165-180. DOI: 10.5678/tesolq.2021.8765432
Bennet, B., Spencer, D., Bergmann, J., Cockrum, T., Musallam, R., Sams, A., Overmyer, J., (2012). The flipped class manifest. The Daily Riff. Retrieved on June 20, 2014, from http://www.thedailyriff.com/articles/the-flipped-classmanifest823. Php
Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach Every Student in Class Every Day. Washington, DC: ISTE.
Bhagat, K, Cheng-Nan, C, & Chun-Yen, C. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134-142.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE national conference proceedings, Atlanta, GA, 30(9), 1-18.
Blake, R. J. (2008). Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, DC: Georgetown University Press.
Chang, W. J. (2006). The effect of multimedia computer-assisted teaching on Elementary School Students’ Learning Motivation, Learning Achievement, and Learning Retention. Unpublished master’s thesis of Tzu Chi University. Hualien, Taiwan.
Cohen, E. (2022). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-339.
Cumming, E. (2001). Using a flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 201-215.
Ekmekci, S. (2018). Developing subject knowledge; Primary English. Paul Chapman.
Engin, R. (2014). Principles and parameters in comparative grammar. MIT Press.
Fountoulakis, M. S. (2024). Evaluating the impact of AI tools on language proficiency and intercultural communication in second language education. International Journal of Second and Foreign Language Education, 3(1), 12-26. https://doi.org/10.33422/ijsfle.v3i1.768
Fulton, K. (2012). 10 reasons to Flip. Phi Delta Kappan, 94 (2) 20-24.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
Garcia, E., & Lee, S. (2021). Incorporating technology in language education: A Comprehensive Review. Educational Technology Research and Development, 69(2), 289-305.
Green, B. P. (2018). Ethical reflections on artificial intelligence. Scientia et Fides, 6(2), 9–31. http://dx.doi.org/10.12775/SetF.2018.015.
Greeno, J.G., Collins, A., & Resnick, L.B. (1996). Cognition and learning. In: R. Calfee & D. Berliner (Eds.), Handbook of Educational Psychology (pp. 15-46). Macmillan Library Reference.
Hamdan, J. (1991). (Communicative Language Teaching), UNRWA, Amman.
Helms-park, R., Stepleton, P., (2003). Questioning the importance of individualised voice in undergraduate L2 argumentative writing accuracy: An empirical study with pedagogical implications. Journal of Second Language Writing accuracy, 12(3), 245-265.
Hiebert, J. (1997). Making sense: Teaching and learning mathematics with understanding. Heinemann.
Jarrah, A. M., Wardat, Y., & Fidalgo, P. (2023). Using ChatGPT in academic writing is (not) a form of plagiarism: What does the literature say. Online Journal of Communication and Media Technologies, 13(4), e202346. https://doi.org/10.30935/ojcmt/13572
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115. https://doi.org/10.1016/j.tbench.2023.100115
Johnson, L., & Renner, J. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions and student achievement. Unpublished doctoral dissertation). University of Louisville, Louisville, Kentucky.
Kim, K.J. & Bonk, C.J. (2006). The future of online teaching and learning in higher education: The survey says…, EDUCAUSE Quarterly, 29(4), 22-30.
Kokshetau, Abileva G.K. (2007). “Teaching English Grammar”. Coursework. Retrieved on May 20, 2014 from: http://revolution.allbest.ru/languages /00020522_0.html
Lorenzetti, J. (2013). How to create assessments for the flipped classroom.[EB/OL].
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 2236469. DOI: 10.1080/2331186X.2023.2236469
Mazur, E. (2009). Confessions of a converted lecturer. Retrieved on March 22, 2014 from YouTube: http://www.youtube.com/watch?v=WwslBPj8GgI
McLeod, S. A. (2010). Simply Psychology; Zone of Proximal Development. Retrieved May 1, 2014 from http://www.simplypsychology.org/Zone-of- Proximal-Development.html
Musallam, R. (2010). The effects of using screencasting as a multimedia pre-training tool to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students. University of San Francisco.
O’Donoghue, Y. & Clarke, R. (2010). The flipped classroom model for college algebra: Effects on student achievement. Doctoral thesis, Colorado State University, Fort Collins, Colorado).
Paesani, K. (2005). “Literary Text and Grammar Instruction: Revisiting the Inductive Presentation”. Foreign Language Annals, v38 n1 p15-24 Spr 2005, EJ741802. Retrieved on July 17, 2015 from: http://www.eric.ed.gov/
Piaget, J. (1968) On the development of memory and identity. Barre, MA: Clark University Press with Barre Publishers.
Pink, D. (2010). Think Tank: Flip-thinking-the new buzz word sweeping the US: the Telegraph, 17.
Qeshta, A.(2016).The Impact of Using the Flipped Learning Strategy on Concept Development and Reflective Thinking in Biology among Female Tenth Graders. (Unpublished Master Dissertation), The Islamic University, Gaza Strip, Palestine.
Sainani, K. (2013). flipped classroom Overview. Retrieved May 16, 2015.
Sams, A. (2011a). There is No Such Thing as the flipped class: The Flip is in Flux. Retrieved from chemicalsams: http://chemicalsams.blogspot.ca/2014/10/there-isno- such-thing-as-flipped-class.html
Sams, A. (2011b). The flipped class: Shedding light on the confusion, critique, and hype. The Daily Rift. Retrieved July 15, 2017, from http://www.thedailyriff.com/articles/the-flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php.
Shehadeh, A. (2022). Classifying K12 blended learning. Mountain View, CA: Insight Institute, Inc.
Soleimani, E. (2019). Flipped vs. unplugged instruction: Sailing EFL learners’ oral proficiency through virtual and real learning communities. International Journal of Instruction, 12(3), 459-480.
Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. ttps://doi.org/10.1016/j.caeai.2024.100270
Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83.
Ur, P. (1991). A Course in Language Teaching; Practice and Theory. Cambridge University Press.
Uzunboylu, H., & Karagozlu, D. (2015). Flipped classroom: A review of recent literature. World Journal on Educational Technology, 7(2), 142-147.
Vadivel, B., Shaban, A. A., Ahmed, Z. A., & Saravanan, B. (2023). Unlocking English Proficiency: Assessing the Influence of AI-Powered Language Learning Apps on Young Learners' Language Acquisition. International Journal of English Language, Education and Literature Studies, 2(6). DOI: https://dx.doi.org/10.22161/ijeel.2.6.7
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Werdiningsih, I., Marzuki, & Rusdin, D. (2024). Balancing AI and authenticity: EFL students’ experiences with ChatGPT in academic writing. Cogent Arts & Humanities, 11(1), 2392388. https://doi.org/10.1080/23311983.2024.2392388
Williams, C. (2012). Flipped class method gaining ground. District Administration, 48(1), 64.
Yıldız, Y. & Otacıoğlu, S. G., A. (2017). The Effects of Flipped Learning Model on Student Success in Flute Education. Route Educational and Social Science Journal, 4 (6), 254-270.
Zhang, Z. V. (2020). Engaging with automated writing accuracy evaluation (AWE) feedback on L2 writing accuracy: Student perceptions and revisions. Assessing Writing accuracy, 43, 100439.
Zhonggen, Y. & Guifang, W. (2016). Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing accuracy Class. Journal of Educational Technology & Society, 19 (2), 298-3. | ||
آمار تعداد مشاهده مقاله: 2 |