Use of ChatGPT Assisted Feedback to Improve English Writing among students of First year of Bachillerato
DOI:
https://doi.org/10.55204/trc.v6i2.e758Keywords:
ChatGPT; Artificial intelligence; Formative feedback; Secondary education.Abstract
This educational case study examined changes in English writing performance among first-year Bachillerato students in the context of ChatGPT-assisted feedback. The study involved 171 students from Nelson Isauro Torres Educational Unit in Cayambe, Ecuador, during the 2026–2027 academic year. A quantitative pre-test–post-test approach was used to compare writing performance across four dimensions: grammar, vocabulary, organization and coherence, and task completion. Data were analyzed using descriptive statistics and individual score comparisons. The findings revealed an increase in the overall mean score from 6.27 to 7.06 points. Furthermore, 72.5% of students improved their performance, while 8.8% maintained their scores and 18.7% experienced a decrease. Organization and coherence showed the greatest average improvement, whereas grammar remained the lowest-scoring dimension. These findings indicate positive changes in writing performance while highlighting differences in individual progress. Although the absence of a control group prevents causal conclusions regarding ChatGPT, the study provides contextualized evidence supporting further investigation into technology-assisted feedback, teacher guidance, and individualized writing instruction in secondary education settings where English is learned as a foreign language.
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