Comparing ChatGPT’s and Teacher’s Feedback in Improving EFL Students' Narrative Writing
DOI:
https://doi.org/10.59024/jipa.v4i3.1921Keywords:
ChatGPT, EFL students, narrative writing, teacher feedback, writing performanceAbstract
The rapid advancement of artificial intelligence (AI) has created new opportunities for providing feedback in writing instruction. This study examined the effect of ChatGPT-generated feedback on students’ narrative writing performance and compared its effectiveness with teacher feedback. A quasi-experimental design was conducted with two groups of Grade XI students at SMAN 65 Jakarta. The experimental group received feedback from ChatGPT, while the control group received teacher feedback. Students completed pre-tests and post-tests consisting of narrative writing tasks assessed using Jacobs’ ESL Composition Profile Rubric. Data were analyzed using the Wilcoxon Signed-Rank Test and Mann–Whitney U Test due to non-normal distribution. The results showed that ChatGPT-generated feedback significantly improved students’ writing performance (p < 0.05). However, no significant difference was found between the improvements achieved by the ChatGPT and teacher-feedback groups (p = 0.285). These findings indicate that ChatGPT can be a useful supplementary tool in writing instruction, while teacher feedback remains essential for providing personalized guidance.
References
Adam, N., Abid, A., & Bantulu, Y. (2021). Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers. Jambura Journal of English Teaching and Literature, 2(1), 12–21. https://doi.org/10.37905/jetl.v2i1.10632
Ajabshir, Z. F., & Ebadi, S. (2023). The effects of automatic writing evaluation and teacher-focused feedback on CALF measures and overall quality of L2 writing across different genres. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 26. https://doi.org/10.1186/s40862-023-00201-9
Ariyanti, A. (2016). The Teaching of EFL Writing in Indonesia. Dinamika Ilmu, 263–277. https://doi.org/10.21093/di.v16i2.274
Bellas, F., Guerreiro-Santalla, S., Naya, M., & Duro, R. J. (2023). AI Curriculum for European High Schools: An Embedded Intelligence Approach. International Journal of Artificial Intelligence in Education, 33(2), 399–426. https://doi.org/10.1007/s40593-022-00315-0
Chetwynd, E. (2024). Ethical Use of Artificial Intelligence for Scientific Writing: Current Trends. Journal of Human Lactation, 40(2), 211–215. https://doi.org/10.1177/08903344241235160
Chiu, T. K. F., & Chai, C. (2020). Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective. Sustainability, 12(14), 5568. https://doi.org/10.3390/su12145568
Dhanya. Defara. (2025, May 7). Curriculum on coding and AI to be published soon, says Education Minister. https://en.tempo.co/read/2004724/curriculum-on-coding-and-ai-to-be-published-soon-says-education-minister
Ejjami, R. (2024). The Future of Learning: AI-Based Curriculum Development. International Journal for Multidisciplinary Research, 6(4). https://doi.org/10.36948/ijfmr.2024.v06i04.24441
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. https://doi.org/10.1186/s41239-023-00425-2
Field, A. (2024). Discovering statistics using IBM SPSS statistics. Sage publications limited.
Ghafar, Z. N., Salh, H. F., Abdulrahim, M. A., Farxha, S. S., Arf, S. F., & Rahim, R. I. (2023). The Role of Artificial Intelligence Technology on English Language Learning: A Literature Review. Canadian Journal of Language and Literature Studies, 3(2). https://doi.org/10.53103/cjlls.v3i2.87
Kemendikbud. (2024). Permendikbud Nomor 12 Tahun 2024 Tentang Kurikulum pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah. Kemendikbud.
Korban, M. M., Jamiluddin, Budi, & Mertosono, S. R. (2025). Writing Difficulties Faced by the Grade Eleven Students of Senior High School. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(2), 2673–2684. https://doi.org/10.24256/ideas.v12i2.5873
Lin, P., & Van Brummelen, J. (2021). Engaging Teachers to Co-Design Integrated AI Curriculum for K-12 Classrooms. Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 1–12. https://doi.org/10.1145/3411764.3445377
Makwana, V. (2025). A Comparative Analysis of AI-Powered and Teacher-Led Feedback: Investigating Student Perceptions and Writing Performance. Journal of English Language Teaching, 67(1), 3–12. https://journals.eltai.in/jelt/article/view/JELT670102
Martyr, A. A. (2026, March 13). Anak SD-SMA Tak Boleh Pakai ChatGPT dkk, Cegah Brain Rot dan Cognitive Debt. Detikedu. https://www.detik.com/edu/sekolah/d-8397597/anak-sd-sma-tak-boleh-pakai-chatgpt-dkk-cegah-brain-rot-dan-cognitive-debt#:~:text=Menteri%20Koordinator%20Bidang%20Pembangunan%20Manusia%20dan%20Kebudayaan%20%28Menko,untuk%20keperluan%20pendidikan%20di%20tingkat%20SD%20hingga%20SMA
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). McGraw-Hill Education.
Pariyanto, & Tungka, N. F. (2024). Transforming Narratives: Enhancing EFL Learners’ Writing with AI Feedback. Media Didaktika, 10(2), 44–52. https://doi.org/10.52166/didaktika.v10i2.8662
Rozimela, Y. (2016). From Recount to Narrative: Developing Writing Skills and Gaining Confidence. Lingua Didaktika, 10(2), 149–160.
Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270
Vieriu, A. M., & Petrea, G. (2025). The Impact of Artificial Intelligence (AI) on Students’ Academic Development. Education Sciences, 15(3), 343. https://doi.org/10.3390/educsci15030343
Wang, Z., & Han, F. (2022). The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: a Mixed-Methods Research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.909802
Yulianti, Y., Umar, U., Sudewi, P. W., & Isma, A. (2024). Analysis of Narrative Writing Skills Among Junior High School Students in Indonesia. Innovations in Language Education and Literature, 1(2), 41–47. https://doi.org/10.31605/ilere.v1i2.3901
Downloads
Published
Issue
Section
License
Copyright (c) 2026 JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
