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Assessing the use of ChatGPT for corrective feedback provision in EFL education in the FWB: A focus on teachers' and students' perspectives

Tjoens, Brieuc
(2024)

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Tjoens_16661800_2024_Annexe1.pdf
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Tjoens_16661800_2024_Annexe2.pdf
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Details

Supervisors
Meunier, Fanny
Faculty
Faculté de philosophie, arts et lettres
Degree label
Master [120] en langues et lettres modernes, orientation générale, à finalité didactique
Abstract
Technology has become an integral part of today’s educational system, with the growing use of AI tools like ChatGPT significantly impacting both teachers and students in English as a Foreign Language (EFL) education. This dissertation explores the potential of ChatGPT in supporting English language learning, particularly in corrective feedback provision. Through a mixed-methods approach, including interviews with teachers and surveys with students, the study examines the benefits and challenges associated with implementing ChatGPT in EFL education. The findings suggest that while ChatGPT can reduce teachers’ workload by providing quick and personalised feedback, it also raises concerns regarding the accuracy of AI-generated feedback and the potential loss of valuable human interaction. Students appreciate the immediate, tailored feedback from the AI tool but also express concerns about becoming overly dependent on it. This research offers valuable insights for educators, helping them find a balance between integrating digital tools in education and maintaining the essential human elements of teaching and learning.