Chatbots for Writing Skills: A Synthesis of Research | ||
| BSU-Journal of Pedagogy and Curriculum | ||
| Volume 4, Issue 7, January 2025, Pages 254-275 PDF (414.45 K) | ||
| Document Type: Original Research | ||
| DOI: 10.21608/bsujpc.2025.311761.1052 | ||
| Authors | ||
| Mahmoud Ramadan Ahmed* 1; Mohamed Amin Mekheimer2; Eman Mahdi3 | ||
| 1English Department, Faculty of Education, Beni-Suef University | ||
| 2Ajyad Makka Building Corniche el Nil | ||
| 3Curriculum & Instruction Beni Suef University | ||
| Abstract | ||
| This article presents a comprehensive synthesis of current research on the integration of chatbots in writing instruction, particularly focusing on their potential to enhance writing skills among preparatory school students. It explores the multifaceted benefits of chatbots, including their capacity to provide personalized learning experiences tailored to individual student needs, promote student engagement through interactive and gamified activities, and offer 24/7 accessibility for continuous practice and support. The review delves into the specific ways chatbots can target and improve various writing sub-skills, such as grammar, vocabulary, sentence structure, and coherence, through real-time feedback and targeted practice opportunities. Furthermore, it examines the alignment of chatbot applications with established learning theories, emphasizing their role in fostering a constructivist learning environment where students actively construct knowledge through interaction and reflection. The article also critically analyzes the mechanisms and language processing capabilities of chatbots, acknowledging the challenges and limitations associated with their integration. It addresses concerns regarding the reliability of chatbot feedback, the potential for cheating and plagiarism, and the risk of over-reliance on technology, potentially hindering the development of independent writing skills and critical thinking. By presenting a balanced perspective, the article advocates for the strategic and responsible use of chatbots as supplementary tools for writing instruction. It emphasizes the importance of clear learning objectives, appropriate chatbot selection, student training, and continuous monitoring and evaluation to maximize the benefits of this technology while mitigating potential risks. Ultimately, the article underscores the potential of chatbots to create dynamic and personalized learning experiences that empower students to become confident and effective writers in an increasingly digital world. | ||
| Keywords | ||
| chatbots; writing skills; language learning; artificial intelligence; education technology | ||
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