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Prompt Engineering for Writing Revision: EFL Students’ Interactions with ChatGPT-3.5 for Effective Grammar and Reformulation Feedback

  • 인문논총
  • 2025, 67(), pp.95~118
  • Publisher : Institute for Human studies, Kyungnam University
  • Research Area : Humanities > Other Humanities
  • Received : April 28, 2025
  • Accepted : June 13, 2025
  • Published : June 30, 2025

JING-XIU SHII 1 JUNG-YIN KIM 1

1전북대학교

Accredited

ABSTRACT

This study investigates how Chinese EFL students negotiate prompts with ChatGPT-3.5 to obtain effective writing feedback on grammar correction and text reformulation. Based on qualitative case studies of four exchange students, the research highlights how students’ iterative prompt revisions shape the accuracy and usefulness of AI-generated feedback. Students with higher AI literacy demonstrated greater ability to refine prompts, resulting in feedback that better aligned with their language learning goals, while less experienced users required more attempts to achieve satisfactory results. These findings underscore the importance of explicitly integrating AI literacy instruction— especially prompt engineering—into EFL writing curricula. Educators should equip students with foundational prompting strategies to help them engage more effectively with AI tools like ChatGPT and foster greater learner autonomy in writing development.

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