Student vs. ChatGPT in Rogerian Argument: A Reader-Based Evaluation of Rogerian Tone.
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| Title: | Student vs. ChatGPT in Rogerian Argument: A Reader-Based Evaluation of Rogerian Tone. |
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| Authors: | Fredrick, Daniel R.1 dfredrick@aus.edu, Sulaiman, Thuraya1 g00099709@aus.edu, Abouelasaad, Shaymaa1 sabouelasaad@aus.edu, Alrudaini, Aden1 g00106140@aus.edu |
| Source: | Journal of Language Teaching & Research. Jul2026, Vol. 17 Issue 4, p1516-1526. 11p. |
| Subject Terms: | *Empathy, *Content analysis, *Teaching methods, *Evaluation methodology, Argument, Essays, ChatGPT |
| Abstract: | Building on a prior DICTION 7.2 analysis of Optimism, Commonality, and related subfeatures, this study reports blind reader evaluations of 36 anonymized essays (24 student; 12 ChatGPT-4) responding to identical prompts. Three trained graduate reviewers rated each essay on a five-item Rogerian rubric (Fair Summary, Legitimate Concession, Clarity of the Writer's View, Effort to Find Common Ground, Respectful, Dialogue-Oriented Tone). Quantitatively, ChatGPT-4 scored higher on four of the five rubric features (all except Tone) and on total score, with the largest gaps in Concession and Clarity; student essays showed wider variance. Qualitatively, reviewers praised student work for authentic voice and context-specific concessions, and described AI essays as consistently balanced and respectful but sometimes emotionally distant or "procedurally polite." We frame these as synthetic empathy (AI: steady tone and balance) versus dynamic empathy (students: situated, lived-context engagement). Pedagogically, ChatGPT-4 can model fair summary and tone, while students supply audience-aware concessions and real-world specificity. Findings suggest that Rogerian success is conferred by readers: empathy is as an ethical perception readers make about a writer's presence. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195267857 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Student vs. ChatGPT in Rogerian Argument: A Reader-Based Evaluation of Rogerian Tone. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fredrick%2C+Daniel+R%2E%22">Fredrick, Daniel R.</searchLink><relatesTo>1</relatesTo><i> dfredrick@aus.edu</i><br /><searchLink fieldCode="AR" term="%22Sulaiman%2C+Thuraya%22">Sulaiman, Thuraya</searchLink><relatesTo>1</relatesTo><i> g00099709@aus.edu</i><br /><searchLink fieldCode="AR" term="%22Abouelasaad%2C+Shaymaa%22">Abouelasaad, Shaymaa</searchLink><relatesTo>1</relatesTo><i> sabouelasaad@aus.edu</i><br /><searchLink fieldCode="AR" term="%22Alrudaini%2C+Aden%22">Alrudaini, Aden</searchLink><relatesTo>1</relatesTo><i> g00106140@aus.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Jul2026, Vol. 17 Issue 4, p1516-1526. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Argument%22">Argument</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22ChatGPT%22">ChatGPT</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Building on a prior DICTION 7.2 analysis of Optimism, Commonality, and related subfeatures, this study reports blind reader evaluations of 36 anonymized essays (24 student; 12 ChatGPT-4) responding to identical prompts. Three trained graduate reviewers rated each essay on a five-item Rogerian rubric (Fair Summary, Legitimate Concession, Clarity of the Writer's View, Effort to Find Common Ground, Respectful, Dialogue-Oriented Tone). Quantitatively, ChatGPT-4 scored higher on four of the five rubric features (all except Tone) and on total score, with the largest gaps in Concession and Clarity; student essays showed wider variance. Qualitatively, reviewers praised student work for authentic voice and context-specific concessions, and described AI essays as consistently balanced and respectful but sometimes emotionally distant or "procedurally polite." We frame these as synthetic empathy (AI: steady tone and balance) versus dynamic empathy (students: situated, lived-context engagement). Pedagogically, ChatGPT-4 can model fair summary and tone, while students supply audience-aware concessions and real-world specificity. Findings suggest that Rogerian success is conferred by readers: empathy is as an ethical perception readers make about a writer's presence. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1704.35 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 1516 Subjects: – SubjectFull: Empathy Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: Argument Type: general – SubjectFull: Essays Type: general – SubjectFull: ChatGPT Type: general Titles: – TitleFull: Student vs. ChatGPT in Rogerian Argument: A Reader-Based Evaluation of Rogerian Tone. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fredrick, Daniel R. – PersonEntity: Name: NameFull: Sulaiman, Thuraya – PersonEntity: Name: NameFull: Abouelasaad, Shaymaa – PersonEntity: Name: NameFull: Alrudaini, Aden IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 17 – Type: issue Value: 4 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
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