The Effect of Feedback on Informative Text Writing: AI or Teacher?
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| Title: | The Effect of Feedback on Informative Text Writing: AI or Teacher? |
|---|---|
| Language: | English |
| Authors: | Mehmi Baz (ORCID |
| Source: | Open Praxis. 2025 17(3):611-631. |
| Availability: | International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Feedback (Response), Writing Evaluation, Expository Writing, Artificial Intelligence, Technology Uses in Education, Computer Mediated Communication, Written Language, Writing Improvement, Formative Evaluation, Instructional Effectiveness, Middle School Students, Foreign Countries, Middle School Teachers |
| Geographic Terms: | Turkey |
| ISSN: | 1369-9997 2304-070X |
| Abstract: | This study was conducted to examine the effects of feedback provided by a generative AI chatbot trained by the researcher and feedback given by a teacher on students' achievement and retention in informative text writing.In this context, a convergent parallel mixed-methods approach was adopted. The research was conducted with two groups at the fifth-grade middle school level, comprising experimental and control groups. For eight weeks, the chatbot provided feedback on the texts of students in the experimental group through the researcher, while the teacher provided feedback on the texts of students in the control group. To measure students' informative text writing performance, the Informative Text Writing Performance Assessment Scale developed by Hamzadayi and Dölek (2022) was utilized. Findings indicated that feedback provided by both the AI chatbot and the teacher contributed to improvements in students' informative text writing performance. However, it was determined that such improvement persisted significantly only within the teacher-feedback group. Based on this finding, it was concluded that while chatbot feedback was as effective as teacher feedback in improving writing performance, it did not exhibit comparable long-term retention effects. When comparing the content of feedback provided, it was observed that the chatbot's feedback was quantitatively more extensive than that of the teacher. Conversely, teacher feedback was superior regarding affective components and question-oriented feedback. Consequently, generative AI tools hold significant potential for reducing teachers' cognitive workload in writing instruction by providing supplementary and innovative feedback methods. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481272 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1481272 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1481272 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effect of Feedback on Informative Text Writing: AI or Teacher? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mehmi+Baz%22">Mehmi Baz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6847-5657">0000-0002-6847-5657</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sevil+Hasirci+Aksoy%22">Sevil Hasirci Aksoy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1041-7558">0000-0003-1041-7558</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Open+Praxis%22"><i>Open Praxis</i></searchLink>. 2025 17(3):611-631. – Name: Avail Label: Availability Group: Avail Data: International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Expository+Writing%22">Expository Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1369-9997<br />2304-070X – Name: Abstract Label: Abstract Group: Ab Data: This study was conducted to examine the effects of feedback provided by a generative AI chatbot trained by the researcher and feedback given by a teacher on students' achievement and retention in informative text writing.In this context, a convergent parallel mixed-methods approach was adopted. The research was conducted with two groups at the fifth-grade middle school level, comprising experimental and control groups. For eight weeks, the chatbot provided feedback on the texts of students in the experimental group through the researcher, while the teacher provided feedback on the texts of students in the control group. To measure students' informative text writing performance, the Informative Text Writing Performance Assessment Scale developed by Hamzadayi and Dölek (2022) was utilized. Findings indicated that feedback provided by both the AI chatbot and the teacher contributed to improvements in students' informative text writing performance. However, it was determined that such improvement persisted significantly only within the teacher-feedback group. Based on this finding, it was concluded that while chatbot feedback was as effective as teacher feedback in improving writing performance, it did not exhibit comparable long-term retention effects. When comparing the content of feedback provided, it was observed that the chatbot's feedback was quantitatively more extensive than that of the teacher. Conversely, teacher feedback was superior regarding affective components and question-oriented feedback. Consequently, generative AI tools hold significant potential for reducing teachers' cognitive workload in writing instruction by providing supplementary and innovative feedback methods. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1481272 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481272 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 611 Subjects: – SubjectFull: Feedback (Response) Type: general – SubjectFull: Writing Evaluation Type: general – SubjectFull: Expository Writing Type: general – SubjectFull: Artificial Intelligence Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Computer Mediated Communication Type: general – SubjectFull: Written Language Type: general – SubjectFull: Writing Improvement Type: general – SubjectFull: Formative Evaluation Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Middle School Students Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Middle School Teachers Type: general – SubjectFull: Turkey Type: general Titles: – TitleFull: The Effect of Feedback on Informative Text Writing: AI or Teacher? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mehmi Baz – PersonEntity: Name: NameFull: Sevil Hasirci Aksoy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1369-9997 – Type: issn-electronic Value: 2304-070X Numbering: – Type: volume Value: 17 – Type: issue Value: 3 Titles: – TitleFull: Open Praxis Type: main |
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