ChatGPT-Assisted Writing Feedback for Foreign Language Teachers: An Exploratory Case Study

doi:10.12002/j.bisu.639

Abstract

Abstract:

In the era of digital intelligence, the potential applications of generative artificial intelligence (GAI) in foreign language education have become increasingly significant. In this context, understanding how teachers can leverage ChatGPT to provide personalized feedback remains an urgent issue requiring further investigation. This study examined teacher feedback texts and ChatGPT-generated feedback texts as case studies, analyzed their respective characteristics, and explored students’ perceptions of these different types of feedback through interviews. The findings indicate that teacher feedback is characterized by indirectness, richness, pertinence, and personalization, whereas ChatGPT feedback exhibits clear procedural features. Students demonstrated understanding and appreciation of both types of feedback, with their expectations and needs influencing their perceptions. Accordingly, when using ChatGPT to support writing feedback, teachers can draw on their human-AI negotiation competence and feedback literacy, assuming multiple roles: “screener” of feedback content; “polisher” of feedback language; “excavator” of language teaching affordances; and “educator” in the feedback process. This study offers practical guidance for foreign language teachers on integrating ChatGPT into personalized feedback practices, thereby enhancing the quality of foreign language writing instruction.

Keywords: writing feedback; ChatGPT; exploratory case study; foreign language teachers’ roles; foreign language writing

摘要：

在数智时代背景下，生成式人工智能在外语教育领域的应用潜力日益凸显，教师如何使用ChatGPT辅助个人反馈成为亟待探讨的重要问题。本研究以教师反馈文本和ChatGPT反馈文本为案例，分析二者的反馈特征，并通过访谈探究学生对不同反馈的感知差异。研究发现：教师反馈展现出间接性、丰富性、针对性以及个性化的特点，ChatGPT反馈呈现出明显的程序化特征；学生对两种反馈均表示理解并认可，他们对反馈的期待与需求影响其对反馈的感知。鉴于此，本研究认为在使用ChatGPT辅助写作反馈时，教师可依托人机协商能力和反馈素养，基于学生的个人期待与需求，扮演反馈内容的“筛选者”、反馈语言的“润色者”、反馈中语言教学给养的“挖掘者”以及反馈过程中的“育人者”等角色。本文旨在为外语教师使用ChatGPT辅助个人反馈以提升外语写作教学质量提供有益参考。

关键词: 写作反馈, ChatGPT, 探索性案例研究, 外语教师角色, 外语写作

CLC Number:

H319

Pan Haiying, Niu Baogui. ChatGPT-Assisted Writing Feedback for Foreign Language Teachers: An Exploratory Case Study[J]. Journal of Beijing International Studies University, 2026, 48(2): 74-90.

潘海英, 牛宝贵. ChatGPT辅助外语教师写作反馈——一项探索性案例研究[J]. 北京第二外国语学院学报, 2026, 48(2): 74-90.

Figures/Tables 7

References 39

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续表
访谈对象	性别	年龄	专业	英语学习年限（年）
访谈对象	性别	年龄	专业	英语学习年限（年）
S1	女	18	数学	15
S2	女	18	化学	11
S3	男	18	化学	13
S4	男	18	数学	13
S5	男	18	物理	11
S6	男	18	电子信息	10
S7	男	17	电子信息	10

续表
访谈对象	性别	年龄	专业	英语学习年限（年）
访谈对象	性别	年龄	专业	英语学习年限（年）
S1	女	18	数学	15
S2	女	18	化学	11
S3	男	18	化学	13
S4	男	18	数学	13
S5	男	18	物理	11
S6	男	18	电子信息	10
S7	男	17	电子信息	10

作文序号	提示语
1	Please review my paragraph, provide feedback on structure, grammatical errors, clarity, coherence, logic, use of appropriate transition and cohesive devices and whether the essay stays on the topic. I am not seeking a rewrite, only feedback. The topic is “Changes in the way of education”.
2	Please review my paragraph, provide feedback on structure, grammatical errors, clarity, coherence, logic, use of appropriate transition and cohesive devices and whether the essay stays on the topic. I am not seeking a rewrite, only feedback. The topic is “Is technology making people lazy?”.
3	Please review my paragraph, provide feedback on structure, grammatical errors, clarity, coherence, logic, use of appropriate transition and cohesive devices and whether the essay stays on the topic. I am not seeking a rewrite, only feedback. The topic is “Living a low-carbon life”, and the outline is given below. 1. Your understanding of low-carbon life; 2. Why the low-carbon life is advocated; 3. How to live a low-carbon life.

作文序号	提示语
1	Please review my paragraph, provide feedback on structure, grammatical errors, clarity, coherence, logic, use of appropriate transition and cohesive devices and whether the essay stays on the topic. I am not seeking a rewrite, only feedback. The topic is “Changes in the way of education”.
2	Please review my paragraph, provide feedback on structure, grammatical errors, clarity, coherence, logic, use of appropriate transition and cohesive devices and whether the essay stays on the topic. I am not seeking a rewrite, only feedback. The topic is “Is technology making people lazy?”.
3	Please review my paragraph, provide feedback on structure, grammatical errors, clarity, coherence, logic, use of appropriate transition and cohesive devices and whether the essay stays on the topic. I am not seeking a rewrite, only feedback. The topic is “Living a low-carbon life”, and the outline is given below. 1. Your understanding of low-carbon life; 2. Why the low-carbon life is advocated; 3. How to live a low-carbon life.

一级编码	二级编码	三级编码	定义	示例
反馈类型	直接反馈		直接给出正确的形式	before改为previously
	间接反馈	告知	采用陈述句指出学生的问题但未给出正确的形式	增加主题句
		询问	采用疑问句指出学生的问题，但未给出正确的形式	什么是有效的方式?是大学生活吗?
		混合	同时采用陈述句和疑问句指出学生的问题，但未指出正确的形式	这个点有些牵强，缺乏详细的阐释。为什么低碳生活就可以强健身体，创建和谐社会呢?
	表扬		对学生的表现予以肯定	很开心看到你对自己个人学习经历的感受的分享，这是一个很不错的切入点
反馈层级	表层反馈	拼写	有关单词拼写的反馈	不存在单词diigent，正确的词形为diligent，勤奋的
		大小写	有关字母大小写的反馈	注意大小写
		标点	针对标点使用的反馈	There is a small grammatical error in the phrase “What’s more it not only reduces emissions...”It should be “What’s more, it not only reduces emissions…”
		句子结构	有关句子准确性的反馈	句子的主语呢?
		词汇选择	有关词汇选择是否正确和得体的反馈	change or challenge?
		语法	有关语法现象的反馈	我们建议or我们被建议?前面是students，这里用they更恰当，a去掉
		语言整体	针对作文整体语言的反馈	注意语言规范性
		表达替换	针对句型和词汇的反馈，但不涉及使用正确与否，只是提供另一种表达形式	Using a more direct phrase in the sentence “Only in this way can we protect our homeland,” such as “This is the only way to protect our homeland”
	深层反馈	组织结构	针对行文流畅性和作文结构的反馈	本段第一句和第二句话之间缺乏关联，可以继续思考如何从重要性过渡到变化
		观点内容	针对文章内容、观点、论证和阐释的反馈	要注意论点的表达。如第一个变化：你可以进一步思考一下，受到素质教育影响，当下教育以什么形式开展?比如师生合作的形式，并非传统的讲与听?目前文中课程开设的例子说明的是教育目标的改变，而未说明教育方式的改变
		切题性	针对文章是否符合题目要求的反馈	文章主要说如何低碳生活，什么是低碳生活，但针对为什么要低碳生活却缺少论述