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請使用永久網址來引用或連結此文件:
https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/127475
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| 題名: | Enhancing English as a Foreign Language (EFL) Learners’ Writing with ChatGPT: A University-Level Course Design |
| 作者: | Tseng, Yu-Ching;Lin, Yi-Hsuan |
| 關鍵詞: | ChatGPT;AI-assisted writing;English as a foreign language (EFL);TPACK;ADDIE |
| 日期: | 2024-04-12 |
| 上傳時間: | 2025-07-08 12:05:18 (UTC+8) |
| 摘要: | This research explores the innovative integration of OpenAI’s GPT-3.5 within a university-level English as a Foreign Language (EFL) writing course, illustrating a novel approach to academic instruction. The course follows the ADDIE instructional design model, encompassing five systematic stages: analysis, design, development, implementation, and evaluation. This model serves as the backbone of the course structure, ensuring a comprehensive educational experience. The incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework in this course facilitates the effective integration of GPT-3.5 by enabling instructors to align advanced AI capabilities with appropriate pedagogical strategies, thereby enhancing the learning experience. TPACK guides educators in applying GPT-3.5’s features in a manner that is contextually relevant and pedagogically sound, ensuring the technology’s use complements the course content. The findings from this research are significant. They reveal that GPT-3.5 addresses three fundamental challenges often encountered in academic writing courses. Firstly, it enhances efficiency by providing immediate feedback and generating content ideas, accelerating the writing process. Secondly, GPT-3.5 ensures cohesive organization within students’ writing, guiding them to structure their thoughts more logically. Lastly, it serves as a reliable substitute for traditional peer reviewers, offering critical and objective feedback that students can use to refine their drafts. As students engage with AI, they enter a dynamic partnership. This collaboration with GPT-3.5 fosters critical thinking and empowers students to develop a distinctive writing voice. Through this interaction, students are not merely passive recipients of knowledge but active participants in a learning process that is augmented by cutting-edge technology. This study not only provides insight into the potential of AI-augmented academic writing but also highlights GPT-3.5’s role in promoting writing proficiency. It demonstrates that the application of AI in education can enhance the learning experience without compromising the individuality of student expression. |
| 關聯: | Electronic Journal of e-Learning, 22(2), pp.78-97 |
| DOI: | 10.34190/ejel.21.5.3329 |
| 顯示於類別: | [英文學系] 期刊論文
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