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Research Article | Open Access
Volume 15 2023 | None
Exploring Chat GPT Potential in Flipped Classrooms for Improving Lexico-grammatical Features in Algerian EFL Learners’ Essay Writing
Amina Abde lhadi
Pages: 121-128
Abstract
This paper attempts to investigate the potential benefits of integrating Chat GPT in flipped classrooms to enhance lexical and grammatical features in Algerian university EFL students' essay writing. The study opts for a quasi-experimental approach, employing an independent samples t-test on a randomly selected group of third year EFL students. The objective is to determine whether the proper use of Chat GPT during pre-writing and while-writing essay stages leads to a significant difference in lexico-grammatical aspects between the pretest and posttest assessments. The findings of the unpaired samples t-test demonstrate a statistically significant difference in the means between the pretest and posttest, supporting the alternative hypothesis, with a preset significance level (α = 0.05). The data obtained in the SPSS outputs indicate that the appropriate and ethical incorporation of Chat GPT by teachers in flipped classrooms can offer EFL students the opportunity to enhance their essay writing skills by improving their lexico-grammatical competence. This study ends with recommendations and suggests further research directions to explore the implications of using AI-based tools in language learning and teaching environments.
Keywords
Artificial intelligence, Chat GPT, flipped learning, essay writing, lexico-grammatical competence.
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