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Artificial Intelligence Knowledge Development

This personal reflection explores the ethical considerations surrounding the use of ChatGPT in ESL writing education. It begins by highlighting contrasting perspectives on the tool&rsquo;s impact, from skepticism to its potential as an empowering resource for students, particular with the immediate feedback ChatGPT provides. Then in reviewing existing models of feedback engagement, this paper identifies gaps that necessitate a more comprehensive ChatGPT feedback framework, one that incorporates ethical dimensions alongside cognitive and emotional aspects. The discussion concludes with a call for future research to investigate the complexities of engagement with AI tools like ChatGPT, emphasizing the importance of fostering ethical responsibility in student writers. Through this exploration, the paper aims to contribute to a more nuanced understanding of ChatGPT&rsquo;s role in language writing education, advocating for an informed and responsible integration of AI in the classroom.

ltrq.2024.43.07.pdf

Review Article

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ChatGPT in Language Writing Education: Reflections and a Research Agenda for a ChatGPT Feedback Engagement Framework

Artificial Intelligence and ChatGPT for Language Education: A Research Agenda


Thematic Collection

Currently, there are a vast number of Chinese&nbsp;students taking IELTS each year, but there are scarce studies regarding to how&nbsp;this high-stakes test affects Chinese students. From the perspective of test&nbsp;impact and second language acquisition theories, this study investigates&nbsp;Chinese students’ perceptions of IELTS’s affective impact in their preparation and test-taking experiences, with particular focus on how IELTS affects students’ learning goal, motivation, and anxiety. Due to the complexity of test&nbsp;impact and second language acquisition, this study adopted a mixed-method&nbsp;research, including questionnaire survey and interviews. Seventy-six students&nbsp;who had taken IELTS more than once were invited to complete online survey, and&nbsp;ten out of those surveyed were invited to attend semi-structured interviews.&nbsp;Both quantitative data and qualitative data were analysed. As shown in the&nbsp;findings, the most important affective impact of IELTS was its influence on&nbsp;students’ short-term learning goal. Also, IELTS had an influence on students’&nbsp;motivation but did not affect students’ anxiety to a large extent. Moreover,&nbsp;IELTS’s influence on students’ learning goals was greater than its influence on&nbsp;motivation. Besides, because students clarified their learning goals,&nbsp;specifically short-term learning goals, they were motivated and their anxiety&nbsp;was reduced. However, in accordance with the findings, IELTS might potentially&nbsp;have negative impact on students’ long-term learning goals, but the data from&nbsp;the research in the study are not possible to enable me to say anything&nbsp;specific about how much it could negatively impact long-term learning goals. In&nbsp;the future, it is suggested that the impact on students’ long-term learning&nbsp;goals be researched on.

A Study of IELTS’s Affective Washback on Chinese Students’ Learning Goal, Motivation, and Anxiety

Original Research 

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