Synergizing collaborative writing and AI feedback: An investigation into enhancing L2 writing proficiency in wiki-based environments

被引：0
作者：
Wiboolyasarin W. [1 ]
Wiboolyasarin K. [2 ]
Suwanwihok K. [3 ]
Jinowat N. [4 ]
Muenjanchoey R. [1 ]
机构：
[1] Research Institute for Languages and Cultures of Asia, Mahidol University, Nakhon Pathom
[2] Faculty of Management Science, Chandrakasem Rajabhat University, Bangkok
[3] College of Teacher Education, Phranakhon Rajabhat University, Bangkok
[4] Demonstration School, Suan Sunandha Rajabhat University, Bangkok
来源：
Computers and Education: Artificial Intelligence | 2024年 / 6卷
关键词：
AI feedback; ChatGPT; Collaborative writing; L2; writing; Wiki environment;
D O I：
10.1016/j.caeai.2024.100228
中图分类号：
学科分类号：
摘要：
Collaborative writing, paired with AI feedback, represents an innovative and effective pedagogical approach with the potential to revolutionize language learning practices. This study explores the influence of a three-step collaborative writing intervention, where AI feedback specially enhances the revision and editing stages of the L2 writing process for Thai-major undergraduate exchange students. Employing a quasi-experimental design, the study included 39 junior exchange students, with 18 in the experimental group and 21 in the control group. The approach employed a wiki-based collaborative writing strategy, integrating ChatGPT for written corrective feedback. The 10-week intervention encompassed three writing tasks, involving collaborative outlining, individual writing with AI feedback, and collaborative writing. Statistical analyses, comprising the Wilcoxon Signed-Rank test, Mann-Whitney U test, and Friedman test, revealed substantial improvements in posttest scores for the experimental group in comparison to the control group. These findings underscore the positive impact of a collaborative writing intervention improved by AI feedback on specific aspects of writing. This study contributes valuable insights into advancing L2 writing proficiency through structured collaborative activities and targeted AI feedback, providing valuable implications for both research and pedagogical practices. © 2024 The Authors
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