ChatGPT as a feedback mediator to improve narrative competence in students of basic general education
DOI:
https://doi.org/10.62697/rmiie.v4i3.236Keywords:
ChatGPT, automated feedback, narrative competence, artificial intelligence in education, basic educationAbstract
This study analyzes the impact of using ChatGPT as a feedback tool in improving narrative competence in seventh-grade students in General Basic Education. Using a quasi-experimental design with pretest and posttest measurements, a five-session teaching intervention focused on the production, revision, and rewriting of stories was applied, where the experimental group received feedback through ChatGPT and the control group worked with traditional feedback. The texts were evaluated using an analytical rubric that considered coherence, narrative structure, creativity, grammar, and style. The results show statistically significant improvements in the experimental group, with notable differences in coherence and narrative creativity, and a high effect size in the comparison between groups. These findings demonstrate the pedagogical potential of generative language models as mediators of the narrative writing process in school contexts, especially when integrated into structured teaching proposals that encourage rewriting and textual reflection.
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