ChatGPT-Produced Content as a Resource in the Language Education Classroom: A Guiding Hand
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| Title: | ChatGPT-Produced Content as a Resource in the Language Education Classroom: A Guiding Hand |
|---|---|
| Language: | English |
| Authors: | Rod E. Case (ORCID |
| Source: | Computers in the Schools. 2025 42(2):187-211. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Natural Language Processing, Preservice Teachers, Writing Evaluation, Technology Uses in Education, Language Teachers, State Universities, Writing (Composition), Preservice Teacher Education, Teacher Education Programs, Student Attitudes |
| DOI: | 10.1080/07380569.2024.2442700 |
| ISSN: | 0738-0569 1528-7033 |
| Abstract: | While there is much in teacher education which examines the perceptions of preservice teacher to the recent introduction of ChatGPT. This study examines preservice teachers' appraisals of ChatGPT-produced text. Using a quasi-experimental within-subject design with 30 participants, Chi-Square tests examined appraisals under three conditions. Results indicated that appraisal of ChatGPT-produced text was higher when prepared by the instructor among students who demonstrated an understanding of the pedagogical content versus those who did not. Appraisals were also sensitive to where ChatGPT-produced text was placed in the assignment, favoring use of ChatGPT at beginning of the assignment versus in the middle. A discussion of implications for using ChatGPT-produced text is included. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493362 |
| Database: | ERIC |
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| Abstract: | While there is much in teacher education which examines the perceptions of preservice teacher to the recent introduction of ChatGPT. This study examines preservice teachers' appraisals of ChatGPT-produced text. Using a quasi-experimental within-subject design with 30 participants, Chi-Square tests examined appraisals under three conditions. Results indicated that appraisal of ChatGPT-produced text was higher when prepared by the instructor among students who demonstrated an understanding of the pedagogical content versus those who did not. Appraisals were also sensitive to where ChatGPT-produced text was placed in the assignment, favoring use of ChatGPT at beginning of the assignment versus in the middle. A discussion of implications for using ChatGPT-produced text is included. |
|---|---|
| ISSN: | 0738-0569 1528-7033 |
| DOI: | 10.1080/07380569.2024.2442700 |
