Is artificial intelligence the new writing teacher? A comparison of ChatGPT feedback and teacher feedback on writing proficiency in Turkish EFL classrooms

The purpose of the present study was to compare two different types of feedback, namely ChatGPT feedback and teacher feedback in terms of their immediate and overall effect in improving students' writing proficiency in Turkish EFL classrooms. Additionally, this study aimed at learning the participants' opinions and perceptions of these two types of feedback and their level of engagement with them via a semi-structured questionnaire and interviews. In this mixed-methods study, the pretest & posttest scores of 71 B2-level EFL learners studying at English Preparatory School of a state university and their grades from the 2-drafted essays written throughout the study were used as the quantitative data whereas a semi-structured questionnaire and an interview supplied the qualitative data. Writing scores of the participants in both groups changed positively in the second drafts, but there was no significant difference between the two feedback types in terms of their effect on student's overall improvement in the posttest. The findings suggested that Turkish EFL students found ChatGPT feedback practical and time-saving, yet they still prefer getting feedback from their teacher whenever it is possible. The findings implied that students engage more with teacher feedback. The students reported that both feedback sources used a supportive language and tone. Implications for future studies were provided. Keywords: Artificial Intelligence, Teacher Feedback, Writing Proficiency, EFL Classrooms