Improving Writing Feedback for Struggling Writers: Generative AI to the Rescue?
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| Title: | Improving Writing Feedback for Struggling Writers: Generative AI to the Rescue? |
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| Language: | English |
| Authors: | Anya S. Evmenova, Kelley Regan, Reagan Mergen, Roba Hrisseh |
| Source: | TechTrends: Linking Research and Practice to Improve Learning. 2024 68(4):790-802. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H327S180004 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Writing Instruction, Feedback (Response), Writing Difficulties, Artificial Intelligence, Technology Uses in Education, Teachers, Differences, Natural Language Processing, Students with Disabilities, Student Characteristics |
| DOI: | 10.1007/s11528-024-00965-y |
| ISSN: | 8756-3894 1559-7075 |
| Abstract: | Generative AI has the potential to support teachers with writing instruction and feedback. The purpose of this study was to explore and compare feedback and data-based instructional suggestions from teachers and those generated by different AI tools. Essays from students with and without disabilities who struggled with writing and needed a technology-based writing intervention were analyzed. The essays were imported into two versions of ChatGPT using four different prompts, whereby eight sets of responses were generated. Inductive thematic analysis was used to explore the data sets. Findings indicated: (a) differences in responses between ChatGPT versions and prompts, (b) AI feedback on student writing did not reflect provided student characteristics (e.g., grade level or needs; disability; ELL status), and (c) ChatGPT's responses to the essays aligned with teachers' identified areas of needs and instructional decisions to some degree. Suggestions for increasing educator engagement with AI to enhance teaching writing is discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1433203 |
| Database: | ERIC |
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| Abstract: | Generative AI has the potential to support teachers with writing instruction and feedback. The purpose of this study was to explore and compare feedback and data-based instructional suggestions from teachers and those generated by different AI tools. Essays from students with and without disabilities who struggled with writing and needed a technology-based writing intervention were analyzed. The essays were imported into two versions of ChatGPT using four different prompts, whereby eight sets of responses were generated. Inductive thematic analysis was used to explore the data sets. Findings indicated: (a) differences in responses between ChatGPT versions and prompts, (b) AI feedback on student writing did not reflect provided student characteristics (e.g., grade level or needs; disability; ELL status), and (c) ChatGPT's responses to the essays aligned with teachers' identified areas of needs and instructional decisions to some degree. Suggestions for increasing educator engagement with AI to enhance teaching writing is discussed. |
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| ISSN: | 8756-3894 1559-7075 |
| DOI: | 10.1007/s11528-024-00965-y |
