Assessing the efficacy of ChatGPT's automated corrective feedback in enhancing students' writing proficiency

Abstract

The rise of large language models (LLMs) like ChatGPT has sparked interest in their educational applications. This study evaluates ChatGPT’s effectiveness in enhancing students’ writing skills through automated feedback. Using a mixed-methods design, pre-test assessments were conducted, followed by an intervention where the experimental group used ChatGPT for writing tasks, while the control group received traditional instruction. Post-test results showed that the ChatGPT group achieved greater improvements in writing performance, with higher average scores and percentage increases compared to the control group. Surveys and discussions revealed positive student perceptions of ChatGPT, highlighting its ease of use and constructive feedback, though concerns about data privacy, bias, and occasional irrelevant suggestions were noted. The findings suggest that ChatGPT can be a valuable educational tool for improving writing proficiency, but ethical considerations and individual differences in effectiveness must be addressed. Further research should explore its long-term impact, comparison with other automated systems, and applications in diverse learning contexts.

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