This study applies pedagogical translanguaging in EFL writing, utilizing Google Translate (GT) and the emerging ChatGPT to help the students enrolled in a pre-EMI (English as a Medium of Instruction) writing course write short essays. The participants were sixteen college freshmen who were given two writing tasks as pre-tests before utilizing GT and ChatGPT. Subsequently, students used GT to assist them in revising the first writing task and ChatGPT to assist them in revising the second task. During the revision process, students received both peer feedback and teacher feedback to modify their essays. Later, writing tasks one and two, identical to the pre-tests, were administered as post-tests in the midterm and final exams, respectively. In both pre- and post-tests, students were not allowed to refer to any dictionaries or online resources. The results showed that both GT and ChatGPT effectively improved the students’ writing performance, helped them learn more vocabulary, develop metalinguistic awareness, and increase writing motivation. However, in terms of reducing grammatical error rate, ChatGPT assistance did not yield significant benefits in the post-test. Additionally, students preferred feedback from a real teacher over that from GT and ChatGPT, as they believed that teachers could better understand their queries and provide more helpful suggestions.
【中文摘要】
本研究是應用目前英語教學領域中討論度很高的跨語言教學應用（Pedagogical Translanguaging），並借助學生最常使用的線上翻譯軟體Google
Translate (GT)，以及目前最時興的 Generative Artificial Intelligence (Gen AI)應用程式ChatGPT來輔助EMI寫作先修課程的學生能寫出語意清楚且文法正確的短文。參與者為16位非英文主修的學生，他們被給予兩項寫作任務。在教學實驗前，兩項寫作任務會先作為前測，然後在實驗中，學生使用GT 輔助他們改寫寫作任務一和使用ChatGPT輔助他們改寫寫作任務二。改寫過程中，學生會進行自我反思並根據同儕回饋和教師回饋來修改其作文。之後，分別在期中考給予學生相同於前測之寫作任務一，以及在期末考給予寫作任務二作為後測。在前、後測過程中，學生皆不能參考任何字典或使用任何線上資源。結果顯示，藉由GT和ChatGPT皆能有效提高學生作文之寫作品質，使學生學到英文字彙和片語，發展後設語言的覺察，並提升其寫作動機。但在文法錯誤率的部分，學生使用ChatGPT輔助，對於其後測作文並無顯著幫助。此外，學生比較喜歡真人教師的回饋甚於GT和ChatGPT的回饋。這種偏好來自於他們認為教師能更好地理解他們的問題，並提供更有幫助的建議。
