Search Results (17)

At the Michael G. DeGroote School of Medicine, a significant component of the MD curriculum involves written narrative reflections on topics related to professional identity in medicine, with written feedback provided by their in-person longitudinal facilitators (LFs). However, it remains to be understood how generative artificial intelligence chatbots, such as ChatGPT (GPT-4), augment the feedback process and how MD students perceive feedback provided by ChatGPT versus the feedback provided by their LFs. In this study, 15 MD students provided their written narrative reflections along with the feedback they received from their LFs. Their reflections were input into ChatGPT (GPT-4) to generate instantaneous personalized feedback. MD students rated both modalities of feedback using a Likert-scale survey, in addition to providing open-ended textual responses. Quantitative analysis involved mean comparisons and t-tests, while qualitative responses were coded for themes and representational quotations. The results showed that while the LF-provided feedback was rated slightly higher in six out of eight survey items, these differences were not statistically significant. In contrast, ChatGPT scored significantly higher in helping to identify strengths and areas for improvement, as well as in providing actionable steps for improvement. Criticisms of ChatGPT included a discernible “AI tone” and paraphrasing or misuse of quotations from the reflections. In addition, MD students valued LF feedback for being more personal and reflective of the real, in-person relationships formed with LFs. Overall, findings suggest that although skepticism regarding ChatGPT’s feedback exists amongst MD students, it represents a viable avenue for deepening reflective practice and easing some of the burden on LFs. Full article

In this post-digital age, writing assessment has been markedly influenced by advancements in artificial intelligence (AI), emphasizing the role of automated formative feedback in supporting second language (L2) writing. This study investigates how Norwegian teachers use an AI-driven automated feedback tool, the Essay Assessment Technology (EAT), in process writing for the first time. Framed by the second and third-order barriers framework, we looked at teachers’ beliefs and the design level changes that they made in their teaching. Data were collected in Autumn 2022, during the testing of EAT’s first prototype. Teachers were first introduced to EAT in a workshop. A total of 3 English as a second language teachers from different schools were informants in this study. Teachers then used EAT in the classroom with their 9th-grade students (13 years old). Through individual teacher interviews, this descriptive qualitative study explores teachers’ perceptions, user experiences, and pedagogical decisions when incorporating EAT into their practices. The findings indicate that teachers’ beliefs about technology and its role in student learning, as well as their views on students’ responsibilities in task completion, significantly influence their instructional choices. Additionally, teachers not only adopt AI-driven tools but are also able to reflect and solve complex teaching and learning activities in the classroom, which demonstrates that these teachers have applied design thinking processes in integrating technology in their teaching. Based on the results in this study, we suggest the need for targeted professional development to support effective technology integration. Full article

This cross-sectional study investigated the interconnected roles of university students’ mindsets (growth and fixed), perceptions of writing feedback, and academic emotion regulation in shaping self-regulated writing ability. Data were collected from 313 undergraduate students in South Korea. A serial mediation analysis was conducted using the PROCESS macro (Model 6). The results indicated that the indirect effect of a growth mindset on self-regulated writing ability via writing feedback perception was B = 0.0883, 95% CI [0.0414, 0.1489] and that via academic emotion regulation was B = 0.0724, 95% CI [0.0256, 0.1316]. In addition, a significant sequential mediation effect was identified in both mediators—writing feedback perception and academic emotion regulation—(B = 0.0215, 95% CI [0.0044, 0.0435]). The total indirect effect was B = 0.1822, 95% CI [0.1069, 0.2686], supporting a robust mediating mechanism. These findings highlight the psychological and emotional pathways through which a growth mindset facilitates writing development. Implications for writing pedagogy include the integration of feedback literacy and emotion regulation training to support learners’ self-regulated writing in higher education contexts. Full article

Writing is a goal-oriented cognitive activity that requires metacognition and is essential for learners across all academic levels. However, many students struggle with writing skills, which can negatively affect their academic success and future opportunities. This study aimed to analyze factors influencing undergraduates’ writing achievement and to explore the relationships among writing feedback perception, writing self-efficacy, self-regulated learning strategies, and self-regulated writing ability. The study was conducted in two parts: Phase 1 examined the factors affecting the writing achievement of 196 undergraduates, while Phase 2 explored the mediating role of writing self-efficacy and self-regulated learning strategies in the relationship between the writing feedback perception and self-regulated writing ability of 306 undergraduates in Korea. Data were analyzed using Pearson’s correlation, regression, and multiple mediation analyses. Findings from Phase 1 showed that self-regulated learning strategies and self-regulated writing ability predicted writing achievement, while writing feedback perception and writing self-efficacy did not. In Phase 2, three key results emerged. First, writing feedback perception was a significant predictor of writing self-efficacy and self-regulated learning strategies. Second, writing feedback perception, writing self-efficacy, and self-regulated learning strategies significantly predicted self-regulated writing ability. Third, writing self-efficacy and self-regulated learning strategies mediated the relationship between writing feedback perception and self-regulated writing ability. The findings contribute to a deeper understanding of the mechanisms underlying undergraduates’ writing achievement by emphasizing the indirect effects of writing feedback perception through writing self-efficacy and self-regulated learning strategies. The results underscore the role of fostering writing self-efficacy and equipping learners with effective self-regulated learning strategies to enhance writing skills. Additionally, the study highlights the value of well-designed writing feedback as a foundational element for cultivating students’ confidence and autonomy in their writing practices. Full article

Oral reading assessments provide teachers with valuable information about children’s reading abilities, which can then inform instruction. However, the structure of some oral reading assessments (e.g., running records) have been critiqued, especially when they are used to provide students with a prescribed “reading level”. The purpose of the current study was to support in-service teachers (ISTs) and pre-service teachers (PSTs) in implementing a highly supportive oral reading assessment, the Listening to Reading–Watching While Writing Protocol (LTR—WWWP), which guides teachers towards specific instructional targets for individual children instead of a score or level. We were curious about the ISTs’ and PSTs’ perceptions of the protocol, including its affordances and limitations. Data sources were the ISTs’ feedback responses and the researcher fieldnotes after five professional learning sessions, as well as the PSTs’ survey responses after learning about the protocol during literacy method courses. Results revealed that both the ISTs and PSTs found the protocol to be useful, and they appreciated the concrete information it provides regarding multiple components of literacy (e.g., decoding, comprehension monitoring). However, they also noted logistical concerns regarding assessment implementation and selecting authentic texts. Results also revealed misconceptions about the assessment, which subsequently informed revisions of the LTR—WWWP and the related professional learning. Full article

This research explores the use of Generative Artificial Intelligence (GenAI) tools among higher education students in Saudi Arabia, aiming to understand their current perceptions of these technologies. This study utilizes the Technology Acceptance Model (TAM) and the theory of Task-Technology Fit (TTF) to examine students’ utilization, perceived benefits, and challenges associated with these tools. A cross-sectional survey was conducted, yielding 859 responses. The findings indicate that 78.7% of students frequently use GenAI tools, while 21.3% do not, often due to a lack of knowledge or interest. ChatGPT emerged as the most widely used GenAI tool, utilized by 86.2% of respondents, followed by other tools like Gemini, Socratic, and CoPilot. Students primarily use these tools for defining or clarifying concepts, translation, generating ideas in writing, and summarizing academic literature. They cite benefits such as ease of access, time-saving, and instant feedback. However, they express concerns about the challenges, including subscription fees, unreliable information, plagiarism, reduced human-to-human interaction, and impacts on learning autonomy. This study underscores the need for increased awareness, ethical guidelines, and robust academic integrity measures to ensure the responsible use of GenAI tools in educational settings. These findings highlight the need for a balanced utilization of GenAI tools in higher education that maximizes benefits while addressing potential challenges and guides the development of policies, curricula, and support systems. Full article

With the recent arrival of publicly available AI chatbots like ChatGPT, Copilot, Gemini, and Claude follows a need for knowledge about how students in higher education perceive and use these tools, and what this might mean for their learning processes. This scoping review analyzes 24 empirical articles published between 1 January 2022 and 5 September 2023 on students’ perceptions and use of AI chatbots in higher education. The articles were reviewed using a five-stage scoping review methodology. The findings underscore a global research interest in how students engage with AI chatbots, which is especially pronounced in Asia. The studies span diverse disciplines, with a predominance in science, technology, engineering, and mathematics disciplines. The empirical findings reveal that students perceive AI chatbots as highly useful and motivating as personal task assistants and for getting immediate feedback and help with writing, coding, and academic tasks. However, students are concerned about the accuracy and reliability of the responses from the chatbots, as well as potential negative impacts on their learning processes, critical thinking, discipline, and creativity. The purpose-driven use of AI chatbots among students and their potentially positive influence on motivation and learning processes offer insights for educators and policymakers. Our research concludes that while positive attitudes, perceptions, and critical use prevail, addressing students’ concerns is crucial for responsible AI integration in higher education. Full article

The purpose of this study was to investigate how students’ disabilities impacted their learning at the university and to measure their perceptions of universal design for learning (UDL). An online survey was administered at a large public research university in the south-central United States; 160 students with disabilities completed the survey. These students with disabilities described how their disabilities influenced their learning in the following aspects: attention issues, slow processing, absence, accessibility issues, reading and writing challenges, mental health challenges, and social interaction challenges. The results also revealed that some UDL teaching practices were not being fully utilized by instructors based on the perceptions of students with disabilities. We discussed those UDL practices which were not being used by instructors and highlighted the impact of using the practices on students’ learning. These practices include effective teaching methods such as helping students organize and summarize learning content, using technology to increase accessibility, providing flexibility in assessments and assignments, providing meaningful feedback, and recruiting students’ attention and engagement. Full article

Good communication is central to good healthcare. As a result of poor communication between parents and healthcare professionals (HCPs) in clinical settings, this study aimed to address this problem by developing a communication tool to empower parents and act as a prompt for HCPs to talk about the child’s care and gather information at the point of admission to hospital about what is important to families, therefore supporting patient-centered communication. A design thinking process was used to develop a physical copy of Chloe’s card and evaluate its use. Design thinking is a problem-solving approach, which uses an empathetic lens to integrate viewpoints of different stakeholders throughout the process of creating solutions. Design thinking involves five processes: (1) empathise—including a literature review and data synthesis, (2) define—by completing semi-structured interviews with parents about their experience of communication and HCPs perceptions of parent’s experience of communication, (3) ideate—iterate the design of Chloe’s card with parents and HCPs, (4) prototype—develop the design of Chloe’s card, and (5) test—pilot test in clinical practice. Results from this initial study suggest that a small hand-held card, with emoticons and a place to write concerns, was acceptable to parents and feasible to use in clinical practice. Parents do not always feel heard by HCPs and a tool such as Chloe’s card may help facilitate sharing of information about matters important to them and their child. However, some HCPs felt the need for a communication tool undermined their clinical skills. Feedback from HCP participants suggests that the idea of Chloe’s card was acceptable and perceived as potentially being useful in clinical practice. Further work is required, as part of a larger study, to further refine this communication tool, identify those parents who would benefit most from Chloe’s card, as well as to further refine the HCP process prior to implementing it into clinical settings. It was noted future iterations would benefit from a digital version linked with a child’s electronic record, as well as multi-language versions and information for parents. Full article

The Butterfly Girls (BFG) Study is a culturally and developmentally appropriate online obesity prevention program for 8–10-year-old Black girls designed with key stakeholders in the Black community. This multi-methods investigation, conducted with parent–child dyads who participated in an outcome evaluation of the intervention, aimed to understand parent and child reactions to the program. We were particularly interested in understanding perceptions regarding its cultural and developmental appropriateness, relevance and acceptability. Program participation and survey data (demographics, parent and child write-in comments on process evaluation surveys) were analyzed. Participation data demonstrated high adherence in treatment and comparison groups. Descriptive statistics were calculated for survey data and highlighted the socioeconomic diversity of the sample. Post intervention surveys included two fill-in-the-blank questions for parents (n = 184 for question 1, n = 65 for question 2) and one for children (n = 32). Comments were analyzed using structured thematic analysis. The majority of the feedback from child participants was complimentary and many found the program relatable. Among the parent responses, the majority found the program to be beneficial in its educational nature and in promoting behavior change. This multi-methods analysis suggests that the BFG program was perceived as beneficial by parents while being culturally and developmentally appropriate and engaging for young Black girls, highlighting the importance of co-collaboration in program development. Full article

This intrinsic case study investigated English as a foreign language (EFL) medical students’ preferences for and perceptions of teacher written corrective feedback (WCF) on their academic writing. Chinese-speaking second-year first-semester undergraduate medicine majors (n = 71) enrolled in an academic EFL “reading to write” course at a university in northern Taiwan were recruited as participants. Qualitative content analysis, as well as some descriptive statistics, was used to investigate data gathered from participants’ responses to an open- and closed-ended questionnaire. The questionnaire enquired about their preferences for and perceptions of teacher WCF relating to writing structure, writing content, and writing mechanics. Qualitative content analysis of two in-depth semi-structured interviews with the English teacher uncovered why the participants preferred certain WCF types and perceived them as helpful. Questionnaire data revealed that students showed a preference for WCF relating to writing structure over content and mechanics, and direct feedback over indirect feedback for both writing content and structure. Compared to writing structure and writing content, the examples given by students of the most (n = 25) and least helpful (n = 14) feedback were predominantly related to writing mechanics. The interview transcript data underscored the influencing factors of EFL medical students’ preferences and the perceived benefits and challenges related to feedback. These findings suggest that writing teachers should consider the specialized preferences of particular learner groups (e.g., EFL medical school students) prior to administering feedback. Full article

L2 learners’ email requests to authority figures generally contain pragmatic infelicities, requiring corrective feedback to enhance L2 learners’ knowledge of email pragmatics. This study investigated the effectiveness of reformulation, a feedback strategy for writing, for L2 learners of different proficiency levels in an eight-stage collaborative email writing task: (1) composing (pre-test), (2) reformulation and a native speaker model, (3) training, (4) noticing, (5) stimulated recall (reinforcement of noticing), (6) rewriting (the immediate post-test), (7) delayed post-test, and (8) interview. The participants were four pairs of EFL learners, two with high and two with low proficiency in English. The analysis of data included (1) learners’ pair talks, (2) the number of changes noticed and unnoticed by the learners in the reformulations and the native speaker model, (3) the number of revisions matching the reformulations and the native speaker model on the immediate and delayed post-tests, and (4) learners’ responses to interviews. The results suggest that reformulation is effective for L2 learners of different proficiency levels, and the enhanced email competence was sustained for at least four weeks. The learners’ positive perceptions of reformulation also support its effectiveness. In addition, pedagogical implications are provided for language teachers for the implementation of this feedback approach. Full article

Writing is a challenging task for English Foreign Language (EFL) instruction. Based on artificial intelligence technology, Automatic Writing Evaluation (AWE) has received considerable attention from the EFL research community in recent years, since it can provide timely and personalized feedback to EFL writing learners. However, researchers have pointed out that while AWE can provide satisfactory feedback on vocabulary use and grammar, it is relatively inadequate at providing efficient feedback on organization, coherence, and content. Spherical Video-based Virtual Reality (SVVR) can provide a highly immersive and in-depth interaction learning environment that makes up for this shortcoming. Authentic experiences help enhance EFL writing learners’ perceptions and understanding of context, and assist students in creating constructive internal connections between their personal experiences and the topic of their writing, thus improving their writing quality. Therefore, the current study proposed an approach which integrated SVVR and AWE to investigate its effects on EFL writing. To investigate the effectiveness of the proposed approach, a quasi-experiment was carried out in a university’s EFL writing course. The experimental group (37 students) used the SVVR–AWE approach, while the control group (39 students) used the conventional approach with AWE. The results showed that the learning method not only considerably enhanced the students’ EFL writing performance, but also raised their motivation, self-efficacy, and sense of presence, as well as reduced their EFL writing anxiety. Furthermore, interviews were performed and a thematic inductive qualitative analysis of the interview data was conducted to investigate the impact of this learning method on students’ learning behaviors and perceptions. Full article

For nursing students in the vocational education system in Taiwan, English-language writing skills, whether for general or specific purposes, have long been ignored, which may jeopardize their success in medical-oriented courses and their future careers. This study designed a nursing note-writing course (NNWC) for university nursing students and explored the teaching outcomes of its implementation. The three main objectives were to (a) examine the effectiveness of the NNWC in enhancing learners’ competencies; (b) survey learners’ satisfaction with the NNWC, and (c) investigate learners’ perceptions of the NNWC. In this action research, 49 students practiced five writing tasks while guided with five teaching tools, namely an online writing platform, multiple revisions, peer-review activities, and direct and indirect teacher feedback, for a semester. External examiners included a language teacher and a nursing professional, and the data-collection instruments used included a writing competence scale and a course satisfaction questionnaire. The results showed that the learners’ writing competence significantly improved after the NNWC. They also demonstrated a fair level of satisfaction toward the NNWC. A total of 90% of the learners preferred online writing compared to traditional handwriting. The learners also indicated a preference for feedback from the teacher rather than from peers, and they perceived vocabulary capability to be crucial. ESP/ENP teachers are advised to consider the implementation of the NNWC when designing syllabi. Full article

Jupyter notebooks provide an interactive programming environment that allows writing code, text, equations, and multimedia resources. They are widely used as a teaching support tool in computer science and engineering courses. However, manual grading programming assignments in Jupyter notebooks is a challenging task, thus using an automatic grader becomes a must. This paper presents UNCode notebook auto-grader, that offers summative and formative feedback instantaneously. It provides instructors with an easy-to-use grader generator within the platform, without having to deploy a new server. Additionally, we report the experience of employing this tool in two artificial intelligence courses: Introduction to Intelligent Systems and Machine Learning. Several programming activities were carried out using the proposed tool. Analysis of students’ interactions with the tool and the students’ perceptions are presented. Results showed that the tool was widely used to evaluate their tasks, as a large number of submissions were performed. Students expressed positive opinions mostly, giving feedback about the auto-grader, highlighting the usefulness of the immediate feedback and the grading code, among other aspects that helped them to solve the activities. Results remarked on the importance of providing clear grading code and formative feedback to help the students to identify errors and correct them. Full article