The integration of generative AI in the field of education is actively being explored. In particular, ChatGPT has garnered significant interest, offering an opportunity to examine its effectiveness in English as a foreign language (EFL) education. To address this need, we present a novel learning platform called RECIPE (Revising an Essay with ChatGPT on an Interactive Platform for EFL learners). Our platform features two types of prompts that facilitate conversations between ChatGPT and students: (1) a hidden prompt for ChatGPT to take an EFL teacher role and (2) an open prompt for students to initiate a dialogue with a self-written summary of what they have learned. We deployed this platform for 213 undergraduate and graduate students enrolled in EFL writing courses and seven instructors. For this study, we collect students' interaction data from RECIPE, including students' perceptions and usage of the platform, and user scenarios are examined with the data. We also conduct a focus group interview with six students and an individual interview with one EFL instructor to explore design opportunities for leveraging generative AI models in the field of EFL education.

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Cited By

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Jelson ALee S(2024)An empirical study to understand how students use ChatGPT for writing essays and how it affects their ownershipProceedings of the Third Workshop on Intelligent and Interactive Writing Assistants10.1145/3690712.3690720(26-30)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3690712.3690720
Wang YFussell S(2024)They May Have Seen My ChatGPT Tab: Exploring Social Perceptions of AI-Assisted Writing for ESL StudentsProceedings of the Third Workshop on Intelligent and Interactive Writing Assistants10.1145/3690712.3690717(13-15)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3690712.3690717
Grassini S(2024)A Psychometric Validation of the PAILQ-6: Perceived Artificial Intelligence Literacy QuestionnaireProceedings of the 13th Nordic Conference on Human-Computer Interaction10.1145/3679318.3685359(1-10)Online publication date: 13-Oct-2024
https://dl.acm.org/doi/10.1145/3679318.3685359
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Index Terms

RECIPE: How to Integrate ChatGPT into EFL Writing Education
1. Applied computing
  1. Education
    1. Interactive learning environments
2. Human-centered computing
  1. Interaction design
    1. Interaction design process and methods
      1. User centered design

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L@S '23: Proceedings of the Tenth ACM Conference on Learning @ Scale

July 2023

445 pages

ISBN:9798400700255

DOI:10.1145/3573051

General Chair:
Daniel Spikol
University of Copenhagen, Denmark
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Program Chairs:
Olga Viberg
KTH Royal Institute of Technology, Sweden
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Alejandra Martínez-Monés
Universidad de Valladolid, Spain
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Philip Guo
UC San Diego, USA

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Jelson ALee S(2024)An empirical study to understand how students use ChatGPT for writing essays and how it affects their ownershipProceedings of the Third Workshop on Intelligent and Interactive Writing Assistants10.1145/3690712.3690720(26-30)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3690712.3690720
Wang YFussell S(2024)They May Have Seen My ChatGPT Tab: Exploring Social Perceptions of AI-Assisted Writing for ESL StudentsProceedings of the Third Workshop on Intelligent and Interactive Writing Assistants10.1145/3690712.3690717(13-15)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3690712.3690717
Grassini S(2024)A Psychometric Validation of the PAILQ-6: Perceived Artificial Intelligence Literacy QuestionnaireProceedings of the 13th Nordic Conference on Human-Computer Interaction10.1145/3679318.3685359(1-10)Online publication date: 13-Oct-2024
https://dl.acm.org/doi/10.1145/3679318.3685359
Hou XWu ZWang XEricson BJoyner DKim MWang XXia M(2024)CodeTailor: LLM-Powered Personalized Parsons Puzzles for Engaging Support While Learning ProgrammingProceedings of the Eleventh ACM Conference on Learning @ Scale10.1145/3657604.3662032(51-62)Online publication date: 9-Jul-2024
https://dl.acm.org/doi/10.1145/3657604.3662032
Bopp CFoerst AKellogg BStephenson BStone JBattestilli LRebelsky SShoop L(2024)The Case for LLM WorkshopsProceedings of the 55th ACM Technical Symposium on Computer Science Education V. 110.1145/3626252.3630941(130-136)Online publication date: 7-Mar-2024
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Shaer OCooper AMokryn OKun ABen Shoshan H(2024)AI-Augmented Brainwriting: Investigating the use of LLMs in group ideationProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642414(1-17)Online publication date: 11-May-2024
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Bin-Hady WAli JAl-humari M(2024)The effect of ChatGPT on EFL students' social and emotional learningJournal of Research in Innovative Teaching & Learning10.1108/JRIT-02-2024-0036Online publication date: 17-Jun-2024
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Polakova PIvenz P(2024)The impact of ChatGPT feedback on the development of EFL students’ writing skillsCogent Education10.1080/2331186X.2024.241010111:1Online publication date: Oct-2024
https://doi.org/10.1080/2331186X.2024.2410101
Hwang MJeens RLee H(2024)Exploring Learner Prompting Behavior and Its Effect on ChatGPT-Assisted English Writing RevisionThe Asia-Pacific Education Researcher10.1007/s40299-024-00930-6Online publication date: 21-Oct-2024
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Kim JYu SDetrick RLi N(2024)Exploring students’ perspectives on Generative AI-assisted academic writingEducation and Information Technologies10.1007/s10639-024-12878-7Online publication date: 31-Jul-2024
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ChatGPT as an Artificial Intelligence (AI) Writing Assistant for EFL Learners: An Exploratory Study of its Effects on English writing Proficiency

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