Enhancing Postgraduate Students’ Writing Feedback and Self-Efficacy in ChatGPT-Powered Learning Contexts (Poster 46)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: Integrating Generative AI in Education: Challenges and Opportunities

Abstract

The emergence of ChatGPT has brought a significant impact on education, posing new challenges for pre-service teacher (PST) training. This study used a pre-post-test experimental design to explore the impact of ChatGPT training on PSTs’ ability to provide high-quality writing feedback and their self-efficacy in using ChatGPT. Over a two-week intervention with thirty PSTs, paired-sample t-test results showed significant improvements in feedback quality and ChatGPT use self-efficacy. Semi-structured interviews with eight participants identified factors contributing to these improvements, such as developing feedback knowledge, critical perceptions of AI technology, and strategic employment of ChatGPT. This study contributes to the broader discourse on ChatGPT in education and offers strategies for the effective use of new technology in teacher training.

Authors

• Siyu Zhu, The Hong Kong Polytechnic University

• Qingyang Li, The Hong Kong Polytechnic University

• Jialin Li, Hong Kong Polytechnic University

• Wandong XU, The Hong Kong Polytechnic University