Enhancing English as a Foreign Language (EFL) Learners’ Writing with ChatGPT: A University-Level Course Design
學年 112
學期 2
出版（發表）日期 2024-04-12
作品名稱 Enhancing English as a Foreign Language (EFL) Learners’ Writing with ChatGPT: A University-Level Course Design
作品名稱（其他語言）
著者 Yu-Ching Tseng; Yi-Hsuan Lin
單位
出版者
著錄名稱、卷期、頁數 Electronic Journal of e-Learning, 22(2), pp.78-97
摘要 This research explores the innovative integration of OpenAI’s GPT-3.5 within a university-level English as a Foreign Language (EFL) writing course, illustrating a novel approach to academic instruction. The course follows the ADDIE instructional design model, encompassing five systematic stages: analysis, design, development, implementation, and evaluation. This model serves as the backbone of the course structure, ensuring a comprehensive educational experience. The incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework in this course facilitates the effective integration of GPT-3.5 by enabling instructors to align advanced AI capabilities with appropriate pedagogical strategies, thereby enhancing the learning experience. TPACK guides educators in applying GPT-3.5’s features in a manner that is contextually relevant and pedagogically sound, ensuring the technology’s use complements the course content. The findings from this research are significant. They reveal that GPT-3.5 addresses three fundamental challenges often encountered in academic writing courses. Firstly, it enhances efficiency by providing immediate feedback and generating content ideas, accelerating the writing process. Secondly, GPT-3.5 ensures cohesive organization within students’ writing, guiding them to structure their thoughts more logically. Lastly, it serves as a reliable substitute for traditional peer reviewers, offering critical and objective feedback that students can use to refine their drafts. As students engage with AI, they enter a dynamic partnership. This collaboration with GPT-3.5 fosters critical thinking and empowers students to develop a distinctive writing voice. Through this interaction, students are not merely passive recipients of knowledge but active participants in a learning process that is augmented by cutting-edge technology. This study not only provides insight into the potential of AI-augmented academic writing but also highlights GPT-3.5’s role in promoting writing proficiency. It demonstrates that the application of AI in education can enhance the learning experience without compromising the individuality of student expression.
關鍵字 ChatGPT; AI-assisted writing; English as a foreign language (EFL); TPACK; ADDIE
語言 en
ISSN 1479-4403
期刊性質 國外
收錄於 ESCI
產學合作
通訊作者
審稿制度 否
國別 GBR
公開徵稿
出版型式 ,電子版
相關連結

機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/127475 )