2023/10/10 by Su‐Youn Yoon, Yoon, Su-Youn, Eva Miszoglad +3
Computer Science · Medicine · #Artificial Intelligence (cs.AI) #Artificial Intelligence in Healthcare and Education #Computation and Language (cs.CL) #FOS: Computer and information sciences #I.2.7 #Text Readability and Simplification
paper · pdf · doi:10.48550/arxiv.2310.06505
openalex publication_date 2023/10/10 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Since its launch in November 2022, ChatGPT has had a transformative effect on education where students are using it to help with homework assignments and teachers are actively employing it in their teaching practices. This includes using ChatGPT as a tool for writing teachers to grade and generate feedback on students' essays. In this study, we evaluated the quality of the feedback generated by ChatGPT regarding the coherence and cohesion of the essays written by English Language Learners (ELLs) students. We selected 50 argumentative essays and generated feedback on coherence and cohesion using the ELLIPSE rubric. During the feedback evaluation, we used a two-step approach: first, each sentence in the feedback was classified into subtypes based on its function (e.g., positive reinforcement, problem statement). Next, we evaluated its accuracy and usability according to these types. Both the analysis of feedback types and the evaluation of accuracy and usability revealed that most feedback sentences were highly abstract and generic, failing to provide concrete suggestions for improvement. The accuracy in detecting major problems, such as repetitive ideas and the inaccurate use of cohesive devices, depended on superficial linguistic features and was often incorrect. In conclusion, ChatGPT, without specific training for the feedback generation task, does not offer effective feedback on ELL students' coherence and cohesion.