Student Perspectives on ChatGPT: Implications for Writing Pedagogy and Feedback Practices

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This study explored student perceptions regarding using ChatGPT as an evaluative tool for academic writing. 134 students enrolled in academic reading and writing courses at a national Japanese university took part in the study. Students were instructed to write a short opinion essay based on a class topic. After writing their essays, students were asked to evaluate their compositions and get feedback through ChatGPT. Students gave their opinions on ChatGPT and whether they thought it was a good feedback tool to help them with their academic writing. Following this, students completed a survey to provide feedback on ChatGPT’s efficacy as an evaluation tool for their academic writing. The results indicated that 81% of students viewed ChatGPT positively, citing its ability to identify errors and offer corrective suggestions. However, 16% expressed caution regarding potential inaccuracies, while only 3% deemed ChatGPT inadequate. The consensus was that ChatGPT was a helpful tool for improving students’ academic writing skills, particularly in terms of grammar correction, idea generation, sentence structure and word choices and that it was a good feedback tool. These findings suggest potential implications for teachers in terms of evaluating and providing feedback on student work, as well as the possibility of integrating ChatGPT as a teaching assistant to alleviate the grading burden in large writing classes.

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