Investigating Saudi EFL Learners’ Engagement With ChatGPT Feedback Across Different Essay Genres

Abstract

While the number of studies on learners’ engagement with ChatGPT feedback has recently increased, little attention has been paid to whether and how this engagement varies across different genres of essays, particularly in the context of EFL. To address this significant gap, this study employed a mixed-methods, case-study approach to investigate the engagement of six Saudi EFL learners with ChatGPT-generated feedback across three essay genres: opinion, narrative, and process. Data were collected through written drafts, reflection-on-mistakes (RM) worksheets, questionnaires, and semi-structured interviews, and were analyzed to examine behavioral, cognitive, and affective engagement. The results revealed significant differences across writing genres in terms of feedback quantity, genre, and uptake rate. Opinion essays received the most feedback, predominantly at the macro-level, whereas narrative and process essays received mainly micro-level feedback. The participants showed higher overall engagement with narrative and process essays than with opinion essays. Feedback-related factors, task-related factors, and student beliefs seemed to play significant roles in shaping their cognitive, behavioral, and affective engagement. The implications of enhancing the use of technology and integrating ChatGPT into language learning are also discussed.