An Empirical Study on Continuation Writing in Senior High School under the Assessment and Feedback of ChatGPT


  • Jingjing Wang Kunshan Huaqiao Senior High School, Suzhou, Jiangsu, China; School of Foreign Languages, Nanjing Normal University, Nanjing, China



ChatGPT Feedback, Teacher Feedback, Continuation Writing in Senior High School, Evaluation and Feedback, Writing proficiency and motivation


With the integration of generative AI in English education, its potential application in English writing assessment could have a transformative impact on high school English instruction. This study employs both quantitative and qualitative research methods, using pre-tests and post-tests, questionnaires and interviews to investigate the effects of ChatGPT and teacher feedback on high school students’ writing proficiency and motivation in English continuation writing tasks within a foreign language teaching context. The experiment showed that after two months of instruction with feedback from both ChatGPT and teachers, writing scores of both groups improved significantly. However, the performance of the experimental group did not significantly exceed that of the control group. Most students appreciated the feedback from ChatGPT, yet remained neutral about its potential to replace teacher feedback. Effectively combining intelligent feedback with teacher feedback, to leverage their strengths, can enhance teaching and assessment efficiency, ultimately improving students’ proficiency and interest in English writing.


Atlas, S. 2023. “ChatGPT for higher education and professional development: A guide to conversational AI”. https://digitalcommons.

Abdullayeva M, Musayeva Z M. 2023. “The Impact of Chat Gpt on Student’s Writing Skills: An Exploration of Ai-Assisted Writing Tools.” International Conference of Education, Research and Innovation. 1(4): 61-66.

Ali, Jamal Kaid Mohammed, et al. 2023. “Impact of ChatGPT on learning motivation: teachers and students’ voices.” Journal of English Studies in Arabia Felix 2(1): 41-49.

Bašić, Željana, et al. 2023. “Better by you, better than me, chatgpt3 as writing assistance in students essays.” arxiv preprint arxiv:2302.04536.

Bašić, Željana, et al. 2023. “ChatGPT-3.5 as writing assistance in students’ essays.” Humanities and social sciences communications 10(1): 1-5.

Baskara, F. R. 2023. “Integrating ChatGPT into EFL writing instruction: Benefits and challenges.” International Journal of Education and Learning 5(1): 44-55. doi: 10.31763/ijele.v5i1.858.

Barrot, J S. 2023. “Using ChatGPT for second language writing: Pitfalls and potentials.” Assessing Writing 57:100745.

Baron, N. S. 2023. “How ChatGPT robs students of motivation to write and think for themselves.” The Conversation.

Chen M, Lv M C. 2024. “College English Writing Instruction in a ChatGPT Context.” Contemporary Foreign Language Studies (01):161-168.

Dai, Wei, et al. 2023. “Can large language models provide feedback to students? A case study on ChatGPT.” IEEE International Conference on Advanced Learning Technologies (ICALT). 323-325. DOI: 10.1109/ICALT58122.2023.00100.

Escalante, J., Pack, A., & Barrett, A. 2023. “AI-generated feedback on writing: insights into efficacy and ENL student preference.” International Journal of Educational Technology in Higher Education 20(1) : 57.

Fang, Tao, et al. 2023. “Is chatgpt a highly fluent grammatical error correction system? a comprehensive evaluation.” arxiv preprint arxiv:2304.01746.

Guo K, Wang D. 2023. “To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writin.” Education and Information Technologies 1-29.

Godwin-Jones, R. 2022. “Partnering with AI: Intelligent writing assistance and instructed language learning.” Language Learning & Technology 26 (2), 5–24.

Huang, J. 2023. “Engineering ChatGPT Prompts for EFL Writing Classes.” International Journal of TESOL Studies 5(4): 73-79.

Jeon, J. and Lee, S. 2023. “Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT.” Education and Information Technologies, 28(12): 15873-15892.

Kasneci Enkelejda, et al. 2023. “ChatGPT for good? on opportunities and challenges of large language models for education.” Learning and Individual Differences. 103: 102274.

Lu Qi et al. 2024. “Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?” Assessment & Evaluation in Higher Education 1-18.

Mahapatra, S. 2024. “Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study.” Smart Learning Environments. 11 (1):9.

Mahapatra, S. 2024. “Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study.” Smart Learning Environments 11(1): 9.

Mao Y S, Wang Y H and Xing Y R. 2024. “An Empirical Study of ChatGPT Assisting Senior High School English Writing Feedback.” Educational Measurement and Evaluation (01):3-13. doi: 10.16518/j.cnki.emae.2024.01.001.

Minh, An Nguyen. 2024. “Leveraging ChatGPT for Enhancing English Writing Skills and Critical Thinking in University Freshmen.” Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online) 3(2): 51-62.

Ministry of Education of the People’s Republic of China. 2022. “General Senior High School Curriculum Standards (2017 Edition 2020 Revision).” Bei Jing: People’s Education Press.

Nguyen Thi Thu, H. 2023. “EFL teachers’ perspectives toward the Use of ChatGPT in writing Classes: A case study at Van Lang University.” International Journal of Language Instruction 2(3) : 1-47.

Ossa, C and Willatt, C. 2023. “Providing academic writing feedback assisted by Generative Artificial Intelligence in initial teacher education contexts.” European Journal of Education and Psychology. 16 (2). doi: 10.32457/ejep.v16i2.2412.

Parker, Jessica L., Kimberly Becker, and Catherine Carroca. 2023. “ChatGPT for automated writing evaluation in scholarly writing instruction.” Journal of Nursing Education 62(12) : 721-727.

Rasul, Tareq, et al. 2023. “The role of ChatGPT in higher education: Benefits, challenges, and future research directions.” Journal of Applied Learning and Teaching 6(1):1-16. doi:

Song C, Song Y. 2023. “Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students.” Frontiers in Psychology 14: 1260843.

Stan Skrabut. 2023. “80 ways to use ChatGPT in the classroom : using AI to enhance teaching and learning.” CiNii Research.

Su Y, Lin Y and Lai C. 2023. “Collaborating with ChatGPT in argumentative writing classrooms.” Assessing Writing 57 : 100752.

Steiss, Jacob, et al. 2024. “Comparing the quality of human and ChatGPT feedback of students’ writing.” Learning and Instruction 91: 101894.

Shidiq, M. 2023. “The use of artificial intelligence-based chat-gpt and its challenges for the world of education; from the viewpoint of the development of creative writing skills.” Proceeding of international conference on education, society and humanity. 1(1): 353-357.

Wu, Yaqi. 2024. “Study on the Impact of Utilizing ChatGPT and Other AI Tools for Feedback in EAP Writing Classrooms on the Discursive Writing Performance of English Major Students.” Transactions on Social Science, Education and Humanities Research 4: 143-150.

Waller, L. and Papi, M. 2017. “Motivation and feedback: how implicit theories of intelligence predict L2 writers’ motivation and feedback orientation.” J. Second. Lang. Writ. 35: 54–65. doi: 10.1016/j.jslw.2017.01.004.

Wang, Z. 2022. “Computer-assisted EFL writing and evaluations based on artificial intelligence: a case from a college reading and writing course.” Library Hi Tech, 40(1): 80-97.

Wang, C M. 2012. “Use of the continuation task to improve L2 learning efficiency.” Foreign Language World (05):2-7.

Wei S and Li L Y. 2023. “Artificial Intelligence-Assisted Second Language Writing Feedback: A Case Study of ChatGPT.” Foreign Languages in China 20(03): 33-40. DOI: 10.13564/j.cnki.issn.1672-9382.2023.03.007

Yoon S Y, Miszoglad E and Pierce L R. 2023. “Evaluation of ChatGPT Feedback on ELL Writers’ Coherence and Cohesion.” arxiv preprint arxiv:2310.06505.

Zhu E. 2016. “A Review of Teachers’ written feedback in EFL Writing in China and Its Implications.” Journal of Beijing International Studies University 38(05):125-146.




How to Cite

Wang, J. (2024). An Empirical Study on Continuation Writing in Senior High School under the Assessment and Feedback of ChatGPT. Journal of Theory and Practice of Contemporary Education, 4(05), 7–22.