Author(s)

Dong Yao ¹, Qi Zhang ¹

Affiliation(s)

¹ Department of English, College of Humanities and Foreign Languages, China Jiliang University, Hangzhou, Zhejiang Province, China

Corresponding Author

Dong Yao

ABSTRACT

With the advent and advancement of ChatGPT, both theoretical and empirical research over its impact on second language education has become generally prevalent. The current paper reviews the empirical research on ChatGPT-assisted second language education to highlight the essence of process-centric reform for education corresponding to the formative assessment from the perspectives of labyrinthine stakeholders (i.e., students, teachers and peers). However, the results showed that the majority does not pertain to peer assessment, psychological inclination together with practical application for the upgrading of teacher-assessment. Besides, some studies published in Chinese propose corresponding framework yet lack direct data support, thus lying down at the superficial level. The results from the current paper suggest that further research could focus more on the interaction between learner- and peer- rapports with the introduction of ChatGPT and conduct multifarious valid studies for assessment reform.

KEYWORDS

Review, ChatGPT, second language education, formative assessment

CITE THIS PAPER

Dong Yao, Qi Zhang, A Critical Review of Research on ChatGPT-assisted L2 Education: A Formative Assessment Perspective. Advances in Educational Technology and Psychology (2024) Vol. 8: 181-187. DOI: http://dx.doi.org/10.23977/aetp.2024.080623.

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