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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 25, No. 0, pp.1624-1654
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2025
Received 03 Nov 2025 Revised 09 Dec 2025 Accepted 15 Dec 2025
DOI: https://doi.org/10.15738/kjell.25..202512.1624

ChatGPT-교수자 통합 피드백을 통한 저성취 영어 학습자의 피드백 리터러시 및 자기주도학습 변화 탐색: H대학 교양영어 사례연구

So-young Jeong
Lecturer, Division of General Education Mokpo National Maritime University neosy@hanmail.net
Exploring changes in feedback literacy and self-directed learning among low-achieving English learners through ChatGPT–teacher integrated feedback: A case study of general English at H university


© 2025 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study aimed to examine the effects of integrated feedback, composed of ChatGPT-based and teacher feedback, on the feedback literacy and self-directed learning of low-achieving English learners. The participants were 21 low-achieving university students enrolled in a general English course at H University. Surveys were conducted three times (pre-, mid-, and post-intervention) and changes in feedback literacy and self-directed learning were analyzed using repeated-measures ANOVA. In addition, qualitative analysis was conducted based on semi-structured interviews developed from the feedback literacy and self-directed learning questionnaires used in the quantitative analysis. The results showed that integrated feedback had a positive impact on subcomponents of feedback literacy, including understanding ‘feedback’, ‘feedforward’, ‘emotional control’, and ‘feedback seeking’. In terms of self-directed learning, improvements were most notable in the areas of ‘learning execution’ and ‘learning evaluation’. The qualitative findings further indicated that the complementary roles of ChatGPT’s immediate feedback and the teacher’s elaborative cognitive and emotional feedback contributed to learners’ shifts in awareness and behavioral strategies. This study provides theoretical and practical implications for designing effective feedback strategies that support low-achieving learners.

Keywords:

ChatGPT-teacher integrated feedback, feedback literacy, self-directed learning, low-achieving English learners

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