Abstract
Existing studies have primarily focused on the roles of teachers and peers in enhancing student feedback literacy, with less attention given to the potential of Generative AI (GenAI). This study explores whether GenAI can serve as a personal tutor to improve student feedback literacy.
The research involved thirty-six higher education students using AI tools in an English course. Data collection included platform interaction records, semi-structured interviews, documentary evidence, and online journals, providing a comprehensive view of students' experiences with GenAI.
The findings reveal both benefits and challenges in using GenAI to enhance feedback literacy. Key influencing factors include students' personal goals and motivation, the quality of prompts provided to GenAI, their self-regulated learning skills, and overall engagement with the tool. Personal goals significantly affect how students interact with GenAI and utilize its feedback. The quality of prompts is crucial; as high-quality prompts can elicit more meaningful responses. Additionally, self-regulated learning skills are essential for effectively leveraging GenAI as a personal tutor. Student engagement with the AI tool also plays a critical role in the development of feedback literacy.
In conclusion, while GenAI has the potential to act as an effective personal tutor and enhance feedback literacy, its success depends on personal factors. The study discusses implications for using AI in self-learning contexts.
The research involved thirty-six higher education students using AI tools in an English course. Data collection included platform interaction records, semi-structured interviews, documentary evidence, and online journals, providing a comprehensive view of students' experiences with GenAI.
The findings reveal both benefits and challenges in using GenAI to enhance feedback literacy. Key influencing factors include students' personal goals and motivation, the quality of prompts provided to GenAI, their self-regulated learning skills, and overall engagement with the tool. Personal goals significantly affect how students interact with GenAI and utilize its feedback. The quality of prompts is crucial; as high-quality prompts can elicit more meaningful responses. Additionally, self-regulated learning skills are essential for effectively leveraging GenAI as a personal tutor. Student engagement with the AI tool also plays a critical role in the development of feedback literacy.
In conclusion, while GenAI has the potential to act as an effective personal tutor and enhance feedback literacy, its success depends on personal factors. The study discusses implications for using AI in self-learning contexts.
Original language | English |
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Title of host publication | Investigating the role of Generative AI as personal tutors to enhance student feedback literacy |
Publication status | Accepted/In press - 3 Apr 2025 |