EFL学习者对同伴、批改网与ChatGPT写作反馈的感知比较研究
A Comparative Study of EFL Learners’ Perceptions of Written Feedback from Peers, Pigai, and ChatGPT
DOI: 10.12677/ml.2026.14101016, PDF,    科研立项经费支持
作者: 胡艾敏, 何丽芬：川北医学院外国语言文化系，四川 南充
关键词: 生成式人工智能；ChatGPT；同伴反馈；批改网；二语写作；写作反馈；学习者认知；GenAI； ChatGPT； Peer Feedback； Pigai； Second Language Writing； Written Feedback； Learner Perceptions
摘要: 写作能力是大学生学术素养的核心构成，在写作教学中，有效反馈被视为提升学生写作能力的关键环节。近期，以ChatGPT为代表的生成式人工智能(Generative Artificial Intelligence, GenAI)工具为写作反馈开辟了全新可能，但其如何与同伴互评、自动评分系统(Automated Writing Evaluation, AWE)等传统反馈方式深度融合，仍是亟待解决的议题。本研究采用开放式书面问卷，旨在深入探究EFL学习者对同伴反馈、批改网反馈与ChatGPT反馈的认知与态度，通过揭示三者间的感知差异，为多元反馈机制的优化整合与GenAI工具在二语写作教学中的有效融入提供参考。
Abstract: Writing proficiency is a core component of college students’ academic literacy, and in writing instruction, effective feedback is widely recognized as a crucial factor in enhancing students’ writing skills. Recently, generative AI (Generative Artificial Intelligence, GenAI) tools, represented by ChatGPT, have opened up new possibilities for writing feedback. However, how to deeply integrate them with traditional feedback methods such as peer feedback and automated writing evaluation (AWE) systems remains a pressing issue. Using an open-ended written questionnaire, this study aims to explore EFL learners’ perceptions of and attitudes toward peer feedback, Pigai (an automated writing evaluation system) feedback, and ChatGPT feedback. By uncovering the perceptual differences among these three feedback types, this research aims to provide insights for optimizing and integrating multi-source feedback mechanisms, as well as for the effective incorporation of GenAI tools into L2 writing instruction.
文章引用：胡艾敏, 何丽芬. EFL学习者对同伴、批改网与ChatGPT写作反馈的感知比较研究[J]. 现代语言学, 2026, 14(10): 466-475. https://doi.org/10.12677/ml.2026.14101016

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