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ChatGPT-3.5 as an Automatic Scoring System and Feedback Provider in IELTS Exams

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Title: ChatGPT-3.5 as an Automatic Scoring System and Feedback Provider in IELTS Exams
Language: English
Authors: Xinming Chen (ORCID 0009-0008-6860-8633), Ziqian Zhou (ORCID 0009-0004-6937-1667), Malila Prado (ORCID 0000-0001-6281-6759)
Source: International Journal of Assessment Tools in Education. 2025 12(1):62-77.
Availability: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Artificial Intelligence, Natural Language Processing, Technology Uses in Education, Automation, Scoring, Feedback (Response), English (Second Language), Second Language Learning, Language Tests, Program Effectiveness, Essays, Revision (Written Composition)
Assessment and Survey Identifiers: International English Language Testing System
ISSN: 2148-7456
Abstract: This study explores the efficacy of ChatGPT-3.5, an AI chatbot, used as an Automatic Essay Scoring (AES) system and feedback provider for IELTS essay preparation. It investigates the alignment between scores given by ChatGPT-3.5 and those assigned by official IELTS examiners to establish its reliability as an AES. It also identifies the strategies employed by ChatGPT-3.5 in revising essays based on the four IELTS rubrics: task achievement, coherence and cohesion, lexical resources, and grammatical range and accuracy. Based on pre-rated essays from an official IELTS preparatory book as a control measure to ensure objectivity, the findings indicate a discrepancy, with ChatGPT-3.5 typically assigning lower scores compared to official raters. However, ChatGPT-3.5 shows a robust capability to revise essays across all four descriptors. In addition, the effectiveness of ChatGPT-3.5 as a feedback provider may be attributed to the essay type and its widely accepted rubrics. Our study contributes to the understanding of the application of AI tools in second language writing and suggests that future studies should focus on evaluating the capacity and effectiveness of such tools in pedagogical applications.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463814
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Xinming+Chen%22">Xinming Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-6860-8633">0009-0008-6860-8633</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ziqian+Zhou%22">Ziqian Zhou</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-6937-1667">0009-0004-6937-1667</externalLink>)<br /><searchLink fieldCode="AR" term="%22Malila+Prado%22">Malila Prado</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6281-6759">0000-0001-6281-6759</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Assessment+Tools+in+Education%22"><i>International Journal of Assessment Tools in Education</i></searchLink>. 2025 12(1):62-77.
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  Data: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
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  Data: This study explores the efficacy of ChatGPT-3.5, an AI chatbot, used as an Automatic Essay Scoring (AES) system and feedback provider for IELTS essay preparation. It investigates the alignment between scores given by ChatGPT-3.5 and those assigned by official IELTS examiners to establish its reliability as an AES. It also identifies the strategies employed by ChatGPT-3.5 in revising essays based on the four IELTS rubrics: task achievement, coherence and cohesion, lexical resources, and grammatical range and accuracy. Based on pre-rated essays from an official IELTS preparatory book as a control measure to ensure objectivity, the findings indicate a discrepancy, with ChatGPT-3.5 typically assigning lower scores compared to official raters. However, ChatGPT-3.5 shows a robust capability to revise essays across all four descriptors. In addition, the effectiveness of ChatGPT-3.5 as a feedback provider may be attributed to the essay type and its widely accepted rubrics. Our study contributes to the understanding of the application of AI tools in second language writing and suggests that future studies should focus on evaluating the capacity and effectiveness of such tools in pedagogical applications.
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Scoring
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      – SubjectFull: Feedback (Response)
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