Language Assessment and Learning through AI Technology: An Exploratory Study on Using GPT for Young EFL Learners' Writing
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| Title: | Language Assessment and Learning through AI Technology: An Exploratory Study on Using GPT for Young EFL Learners' Writing |
|---|---|
| Language: | English |
| Authors: | Mikyung Kim Wolf (ORCID |
| Source: | Language Teaching Research Quarterly. 2025 50:77-100. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Writing Evaluation, Writing Processes, Feedback (Response), English (Second Language), Second Language Learning, Language Tests, Foreign Countries, Early Adolescents, Extracurricular Activities, Revision (Written Composition), Student Attitudes |
| Geographic Terms: | Japan, South Korea |
| Assessment and Survey Identifiers: | Test of English as a Foreign Language |
| ISSN: | 2667-6753 |
| Abstract: | With the rapid advancement of generative AI technology using large language models, various AI tools have emerged for educational use. Among these tools, ChatGPT has gained traction in second language (L2) writing due to its significant potential as a writing assistant for ESL/EFL learners. This study explored how young EFL students interact with and utilize feedback generated by GPT-4 for their writing. Conducted within the context of developing an automated writing feedback tool to support potential TOEFL Junior Writing test users, this article reports on our small-scale prototyping study, detailing the development of the prototype tool. Building on the extensive work by Carol Chapelle on the use of technology in L2 learning and assessment, our study offers new insights into young EFL students' use of generative AI technology in their L2 writing development. The implications of our findings for further research and practice for using generative AI technology in language assessment and learning for young learners are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494836 |
| Database: | ERIC |
| Abstract: | With the rapid advancement of generative AI technology using large language models, various AI tools have emerged for educational use. Among these tools, ChatGPT has gained traction in second language (L2) writing due to its significant potential as a writing assistant for ESL/EFL learners. This study explored how young EFL students interact with and utilize feedback generated by GPT-4 for their writing. Conducted within the context of developing an automated writing feedback tool to support potential TOEFL Junior Writing test users, this article reports on our small-scale prototyping study, detailing the development of the prototype tool. Building on the extensive work by Carol Chapelle on the use of technology in L2 learning and assessment, our study offers new insights into young EFL students' use of generative AI technology in their L2 writing development. The implications of our findings for further research and practice for using generative AI technology in language assessment and learning for young learners are discussed. |
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| ISSN: | 2667-6753 |
