Abstract
Recent studies have reported positive roles of generative AI-powered feedback in enhancing L2 English writing (Han & Li, 2024), while little is known regarding L2 Spanish. This study reports on the creation and implementation of two types of ChatGPT-enhanced activities used in a Spanish language course: (1) chat-based role-plays and (2) sentence writing with corrective feedback. In addition to documenting the design and application of these activities, this paper explores students’ overall impressions of using ChatGPT for language learning, as well as their experiences during the course-based activities mentioned above (sentence writing and role-play). Results from 14 student semi-structured interviews reveal that most students found ChatGPT helpful, valuing its convenience, instant feedback, and adaptability for improving conversational skills, vocabulary, and grammar, considering it an excellent supplement and a valuable resource for fostering student agency and self-paced learning. In role-play interactions, students found ChatGPT effective at directing and facilitating quality practice, providing a consistent, non-judgmental environment with accurate feedback and personalized scenarios. However, they noted its lack of emotional depth and spontaneity compared to peer interactions, which foster richer conversations and deeper connections. Finally, the corrective feedback provided was clear, organized, and tailored to their needs. Students appreciated its promptness, which facilitated quick corrections, and noted that structured responses enhanced understanding and encouraged self-reflection. Nevertheless, they raised concerns about occasional failures to identify errors, sometimes flagging correct information as incorrect or providing inaccurate feedback. Examples of the most recurrent errors made by the chatbot are explored and discussed.
Presenters
Pablo Robles GarciaAssistant Professor, Language Studies, University of Toronto, Mississauga, Ontario, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI and L2 Spanish, Students’ Perspectives, Corrective Feedback
