Learners’ dialogic interaction with ChatGPT: Could it be an indicator for their proximal development?
Sunum, ss.1, 2024
- Yayın Türü: Diğer Yayınlar / Sunum
- Basım Tarihi: 2024
- Sayfa Sayıları: ss.1
- Erzincan Binali Yıldırım Üniversitesi Adresli: Evet
Özet
Dynamic Assessment (DA) is predicated on the dialogic interaction between teachers and learners, emphasizing the fusion of assessment and instruction through dialogic feedback. This process-based approach aims to uncover learners' Zone of Proximal Development by establishing a personalized learning-assessment setting (Poehner, 2008). Despite its promising contributions, DA in actual classrooms can be time-consuming and overwhelming for most teachers, especially in L2 writing classes, given that writing inherently involves a multifaceted process. To address this issue, this presentation aims to showcase the interaction between learners and ChatGPT 3.5, an underexplored generative AI tool in DA. Participants are L2 writers in an EFL setting, and the targeted genre is argumentative writing, which has been deliberately chosen due to the existing body of research in this area, enabling comparisons to be made with previous findings. For four weeks, the learners produced argumentative texts on different topics (one text per week), and they used ChatGPT as a personalized feedback and instruction provider. They initially used the same prompt, and following the ChatGPT-generated feedback, participants were free to seek further assistance. After each session, they shared the chat-log with the researchers, and stimulated recall sessions were conducted to delve deeper into the learners' interaction, their underlying reasons for seeking additional help, and potential changes in their prompts over time (such as a growing preference for more explicit or detailed prompts, or the emergence of advanced abilities after receiving personalized feedback and instruction from ChatGPT). We will report on the impact of learner intearactions with ChatGPT on the participants' writing development, the nature of dialogic feedback (examining the learners' requests/prompts for additional assistance) and learner perceptions. The results will shed light on the potential of generative AI as a valuable tool to assist teachers in DA and provide insights for future studies.