GPT API-based chatbots as adaptive and facilitative tutors for L2 English process writing

• Published in: Korea Journal of English Language and Linguistics Vol. 25; pp. 448 - 471
• Main Authors: Sung, Min-Chang, Kang, Sooyeon
• Format: Journal Article
• Language: English
• Published: 한국영어학회 01.04.2025
• Subjects: 영어와문학
• ISSN: 1598-1398; 2586-7474
• DOI: 10.15738/kjell.25..202504.448

This paper explores the development and application of GPT API-based chatbots as adaptive and facilitative tutors in the context of the EFL process writing by secondary school students. In Study 1, we describe the development of four AI-powered chatbots, each customized for one of the four sequential stages of the L2 writing process, i.e., pre-writing, drafting, revising, and editing. Through prompt fine-tuning using the GPT-4-turbo API and OpenAI Playground, the chatbots were guided to provide stage-specific feedback, prevent unquestioning reliance on AI, and promote L2 writing development. In Study 2, the chatbots were evaluated in a case study with a cohort of six ninth-graders engaged in process writing tasks with the four stage-specific chatbots. We found that the tailor-made chatbots effectively assisted the EFL learners at each stage of the writing process, fostering constructive and creative human-AI collaboration. The learners evaluated the chatbots as helpful and knowledgeable, acknowledging their positive impact on writing quality. Based on these findings, we discuss implications for the design and use of AI chatbots in L2 writing. KCI Citation Count: 0