“ChatGPT said I was wrong even though I did it right”: Exploring Myanmar Students’ Use of ChatGPT for IELTS Writing Feedback and Their Perceptions
คำสำคัญ:
ChatGPT, IELTS Writing Feedback, Prompt Literacy, Myanmar Students' Perceptions, Under-Resourced Contextsบทคัดย่อ
This study aims to investigate how learners from Myanmar, preparing for the IELTS exam, use ChatGPT to obtain feedback on their writing, and their perceptions and their improvement in writing after ChatGPT’s feedback intervention. A concurrent mixed-methods research design was employed, involving ten participants from Myanmar. Qualitative data were collected over three days through chat logs containing students’ prompts as they engaged with ChatGPT, followed by semi-structured interviews. Meanwhile, the embedded quantitative data - pre- and post-test essays - were collected before and after receiving feedback from ChatGPT. Thematic analysis was employed for both qualitative datasets, and descriptive statistics and paired t-tests were applied to the quantitative data. The findings indicated that students requested feedback mainly on the skills described in the marking criteria. Students' negative perceptions indicate the limitations of ChatGPT and its challenges. In contrast, positive perceptions also developed due to its systematic feedback and time-cost efficiency. Despite some negative perceptions, students’ writing improved after interacting with ChatGPT to obtain feedback, indicating that the type of prompts that required feedback in ChatGPT had a positive impact on their writing skills. This study is significant as it includes participants from Myanmar, making it the first study in the literature to explore the use of ChatGPT by these students, thereby bridging the contextual gap. It also offers insight into how ChatGPT can be a viable option as a feedback tool for learners in under-resourced conditions, and it can help students improve their writing skills.
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