A Comparative Study of ChatGPT and Teacher-Assisted Writing: From Perspectives of College Students Majoring in TESOL

School of Education, University of Glasgow, Glasgow, United Kingdom

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Abstract

Although many studies have explored the advantages and challenges of ChatGPT in writing, few studies compare the impact of artificial intelligence (AI) and a teacher on TESOL writing development from a comprehensive perspective, including psychological, professional, and social ethical aspects. This study conducted semi-structured interviews with five TESOL postgraduate students from the University of Glasgow, aiming to explore students’ perception of writing development supported by ChatGPT and teachers from three dimensions: professional ability, psychology, and social ethics. The study found that students generally believe that ChatGPT can improve their writing performance and motivation by providing ideas and immediate feedback, but they are also concerned about over-reliance on AI and academic integrity risks. In contrast, teachers can provide more targeted feedback, but are less effective in large-scale classes. Most participants prefer the “AI + Teacher” collaborative support model. To better satisfy students’ learning needs, teachers should further modify AI-generated feedback and guide students on how to use AI appropriately and critically.