Cá nhân hóa phản hồi bài viết của học sinh trong môn Ngữ văn ở trung học cơ sở bằng trí tuệ nhân tạo: Nguyên tắc và quy trình đề xuất

Tóm tắt

Feedback is a crucial component of writing instruction, designed to help students reflect on and revise their work. However, current teaching practices indicate that feedback remains largely generic and fails to meet the individual needs of each student. This paper proposes the application of artificial intelligence (AI), specifically Large Language Models, to personalize feedback on students’ writing in Language Arts at Secondary schools. Based on a synthesis of research on the application of AI to provide feedback on learners’ writing, the paper establishes four fundamental principles: AI requires comprehensive guidance on feedback content and methods; feedback must be thoughtful and tiered according to student competency; feedback should aim to foster learners’ self-assessment capabilities; and input data regarding the feedback recipient must be minimized. Consequently, the paper proposes a four-step process for implementing personalized feedback on writing assignments, using the Grade 6 “narrating an experience” assignment to illustrate the construction of a three-tiered feedback framework: content and experience; structure and narrative flow; language, narrative voice, and creativity. The perspectives of theory and pedagogical design, the proposed process demonstrates the potential of AI to assist Language Arts teachers in personalizing feedback on written assignments, fostering active student learning, and enhancing the quality of writing instruction.