Improving L2 Writing through Artificial Intelligence: Comparing AIDT and ChatGPT Feedback
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| Title: | Improving L2 Writing through Artificial Intelligence: Comparing AIDT and ChatGPT Feedback |
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| Language: | English |
| Authors: | Yoojung Nam, Josephine Mijin Lee, Hyeeun Park |
| Source: | English Teaching. 2026 81(1):3-36. |
| Availability: | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/ |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 |
| Descriptors: | Writing Improvement, Second Language Learning, Artificial Intelligence, Feedback (Response), Middle School Students, English (Second Language), Technology Uses in Education, Writing Achievement, Student Attitudes, Grade 7, Foreign Countries, Second Language Instruction, Student Motivation, Self Efficacy, Metacognition, Anxiety, Revision (Written Composition) |
| Geographic Terms: | South Korea |
| ISSN: | 1017-7108 2671-9312 |
| Abstract: | This study examines two AI-driven written feedback tools--ChatGPT and AI Digital Textbooks (AIDT)--by comparing their effects on Korean middle school students' English writing performance and perceptions. Over six weeks, fifty seventh graders completed six expository writing tasks and received feedback from either ChatGPT or AIDT. Pre- and post-tests and questionnaires assessed changes in writing performance and affective factors, including motivation, self-efficacy, metacognition, and anxiety. Results showed significant improvement in both groups with large effect sizes, although overall post-test scores did not differ. Subcomponent analyses revealed that ChatGPT better supported content and idea development, while AIDT was stronger in grammar and cohesion. ChatGPT users also reported higher motivation, self-efficacy, and perceived usefulness. Overall, both tools supported L2 writing, but with distinct pedagogical strengths: AIDT promoted accuracy through structured, rule-based feedback, whereas ChatGPT provided adaptive, dialogic feedback encouraging higher-order thinking. These findings suggest that tool selection should align with learners' proficiency levels and instructional goals across different stages of writing. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504813 |
| Database: | ERIC |
| Abstract: | This study examines two AI-driven written feedback tools--ChatGPT and AI Digital Textbooks (AIDT)--by comparing their effects on Korean middle school students' English writing performance and perceptions. Over six weeks, fifty seventh graders completed six expository writing tasks and received feedback from either ChatGPT or AIDT. Pre- and post-tests and questionnaires assessed changes in writing performance and affective factors, including motivation, self-efficacy, metacognition, and anxiety. Results showed significant improvement in both groups with large effect sizes, although overall post-test scores did not differ. Subcomponent analyses revealed that ChatGPT better supported content and idea development, while AIDT was stronger in grammar and cohesion. ChatGPT users also reported higher motivation, self-efficacy, and perceived usefulness. Overall, both tools supported L2 writing, but with distinct pedagogical strengths: AIDT promoted accuracy through structured, rule-based feedback, whereas ChatGPT provided adaptive, dialogic feedback encouraging higher-order thinking. These findings suggest that tool selection should align with learners' proficiency levels and instructional goals across different stages of writing. |
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| ISSN: | 1017-7108 2671-9312 |
