COMPARATIVE ANALYSIS OF ENGLISH LANGUAGE TEACHERS' AND CHAT GPT-GENERATED ASSESSMENT AND FEEDBACK ON ARGUMENTATIVE ESSAYS BY PAKISTANI UNDERGRADUATES

Abstract

English language teachers’ assessment and feedback on writing productions of novices has been a source of evaluation over the years. However, this feedback could be limited in certain ways. Contrastively, the use of Chat GPT as an assessment and feedback tool has also gained a special area of interest. The current study compared the assessment and feedback of teachers and Chat GPT on argumentative essay writings of Pakistani BS English undergraduates. The study utilized qualitative research design. A purposive sampling technique was used to select participants (n=60) from a public-sector graduate college. The tool used in the study was writing productions of argumentative essays. The data were analyzed by comparing traditional teachers’ assessments and Chat GPT assessments, and the findings revealed that teachers’ assessments and feedback were limited while those of Chat GPT were comprehensive. Moreover, this study concluded that Chat GPT as an assessment and feedback tool would improve students' learning experience. This study opened opportunities for future researchers to conduct studies at a broader level. They may explore the inclusion of Chat GPT in teacher education or the development of personalized strategies for assessment with the use of Chat GPT in Pakistan.