همایش رویکردهای میان رشته ای به آموزش زبان، ادبیات و مطالعات ترجمه

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صفحه اصلی / پنجمین همایش رویکردهای میان رشته ای به آموزش زبان، ادبیات و مطالعات ترجمه

Enhancing L2 Writing: A Comparative Study of ChatGPT and Grammarly as Automated Written Corrective Feedback`

نویسندگان :

Maryam Sadat Ahmadi¹

1- دانشگاه فردوسی مشهد

کلمات کلیدی :

Learning Dashboards،ChatGPT،, AI in Education،Human-Computer Interaction

چکیده :

ChatGPT has significantly impacted education by offering customized resources for students; however, its integration into educational settings introduces multidisciplinary challenges, including the design of learning dashboards, prompt analytics, feedback mechanisms, and data visualization. Merely supplying educators and students with data about the learning process does not inherently enhance learning and teaching—the data must be actionable. This study aims to develop an interpretable and actionable Learning Dashboard (LD) to track students’ revision processes, using a human-centered design approach. To achieve this, we implemented a two-phase iterative design process, which involved surveys, interviews, and prototype demonstrations with 30 EFL (English as a Foreign Language) students, who integrated ChatGPT into their semester-long English essay writing course. Based on their feedback, we designed a prototype LD that consolidates learners’ chat logs, essay revisions, and editing histories. The findings indicated that the LD provided actionable insights into students’ writing processes, significantly enhancing their engagement and revision techniques. EFL learners using the dashboard demonstrated marked improvements in writing as they could visually monitor their progress and receive personalized feedback. Educators benefited from detailed analytics on students' interactions with ChatGPT, allowing them to deliver more tailored instructional interventions. These results suggest that integrating data-driven dashboards into EFL settings can enhance both teaching and learning, fostering greater learner autonomy and improving teaching strategies.