L2 writers’ feedback seeking from ChatGPT

for automated written corrective feedback

Yan Da

Ph.D. candidate from

SoLLaT, Universiti Sains Malaysia

	Table of contents
01	02	03
Introduction Research Background, Problem Statement	Literature Review Key theoretical and conceptual insights	Method Method and materials applied in the study
04	05
Results Results from the study	directions	Concluding Remarks Discussion, implication, and future

01 Introduction

		Feedback in L2 learning/writing
●	Recent advancement	(Carless & Young, 2023; Hyland & Hyland, 2019; Vuogan & Li, 2022)
●	Shifting paradigm	(Jensen et al., 2023; Winstone et al.,
	2022)
●	Technology-enhanced Ranalli, 2021)	feedback (Koltovskaia, 2020; “Feedback seeking involves purposely seeking information about one’s own level of performance, interpreting it, and applying it to seek, generate, and use information for enhancement purposes. “(Carless & Young, 2023; Anseel et al. 2015)

Research Context: GAI for feedback

What differences GAI has brought about to feedback

practices and research in L2 peadogy?

Outstanding performance (Wu et al.,

Emphasis on interactivity in human-AI communication (Giray, 2023)
Calls for agentic engagement (Nieminen et al., 2021; Winstone et al., 2016)

	02
	Review	Literature

	Automated feedback:	from automation to AI-generation
Traditional Origin and shortcomings tradtional automatic feedback providers, eg., Pigai.com, Criterion, etc. (Bai & Hu, 2017)	of utilization	Comtemporary Improvement, providers (mostly AI-based), e.g., Grammarly. (Koltovskaia, 2020)	affordances, and of new feedback	Generative AI Why ChatGPT (or its likes) has the potential to be an effective feedback provider? (Mizumoto & Eguchi, 2023; Wu et al., 2023) A knowledge gap : Students’ behavior/agency

• •	How How environment.	Feedback seeking (behavior) is feedback seeking is feedback seeking feedback from teachers, peer learners and the learning	defined ? Avenue to reduce uncertainty but also subject to a lot of factors. conceptualized Students’ utilization of inquiry and monitoring strategies in seeking	A knowledge	(Anseel et al., 2015) in L2 learning? (Papi et al., 2019) gap :
		Passive	feedback generator/co-constructor	receiver	vs. active feedback in the age of AI.

Theoretical underpinnings

New feedback paradigm

(Jensen et al. 2023)

Sociomaterial/ecological perspective of learning/feedback

(Chong, 2021; Gravett, 2022)

Activity Theory/Human-technology interaction

(Kaptelinin & Nardi, 2018)

Research Questions

RQ1:

What characterizes RQ2:

the development of

What are L2 writers’ feedback seeking perceptions of the

abilities of the development of participants in using

feedback seeking ChatGPT for abilities? feedback?

03 Methods

and Materials

Subject, Context and Procedures

Participants The project

3 Chinese EFL Longitudinal study; each learners; multiple week 2 sessions of training

case study and 3 sessions of practice

Data collection Analysis

Document (ChatGPT Document analysis;

prompts); in-depth Content analysis interview

Some ChatGPT-related methodological considerations

Official GPT 3.5 version
A uniform prompting template
Exploratory approaches to use ChatGPT for AWE/AWCF

04 Results*

**** Partially presented as the study is on-going***

Prompts Created by Toby

	Prompt	Words	Words per prompt	Rounds	Prompts per round	Time spent (min)
Week 1	306	3213	10.5	48	6.4	251
Week 2	426	4856	11.4	35	12.2	215
Week 3	520	7124	13.7	31	16.8	177
Week 4	589	9365	15.9	27	21.8	111
Week 5	696	12389	17.8	26	26.8	96
Sum	2537	36947	-	167	-	850
Mean	507.4	7389.5	13.9	33.4	16.8	170

Prompts Patterns of Toby

05 Concluding

Remarks

Discussion, limitation, implication

Discussion Implications

1. How should we understand feedback seeking in the

For research and context of ChatGPT pedagogy

2. And its developmental trajectories?

Limitations Future research

What the present Directions for future study failed to research.

achieve?

	Thanks! Do you have any questions?	谢谢! Terima Kasih!
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