Earticle

초록

영어

The reading-to-write approach is regarded as one of the most widely used approaches for integrating reading and writing in ESL/EFL contexts. However, how both genre and technology can be effectively integrated remains under investigation. The current study explores how ChatGPT-integrated argumentative reading-to-write instruction influenced students’ writing quality and the types of prompts they used across writing stages. Employing a within-subjects design, the study was conducted with 31 students over 6 weeks of instruction at a Korean university. Pre- and post-writing samples were collected to compare writing quality in terms of language use and argument structure, and ChatGPT logs to identify prompt features. The findings revealed that text length and grammatical accuracy improved significantly, whereas lexical diversity and syntactic complexity did not. Notably, there was significant improvement in all argument elements, particularly propositions, warrants, oppositions, and rebuttals. The analyses of ChatGPT prompts revealed that they were predominantly dependent, general, and information-seeking. Pedagogical implications and limitations of the study are discussed.

목차

Abstract
I. Introduction
II. Theoretical Background
1. Genre-based Argumentative Writing and Reading
2. ChatGPT Prompts in Writing Research
III. Research Method
1. Participants
2. Research Design
3. Data Collection Procedure
4. Data Analysis
IV. Results and Discussion
1. Change in Writing Qualities
2. Question Types in ChatGPT Prompts
V. Conclusion
References

키워드

저자

• Hyojung Lee [ Gyeongsang National University Dept. of English Linguistics and Literature, Lecturer ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  외국어교육 [Foreign Languages Education]

• 간기

  계간

• pISSN

  1226-4628

• eISSN

  2384-1427

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 705 DDC 405