The Effect of ChatGPT on Right- and Left-Hemisphere Dominant Iranian EFL Learners’ Argumentative Writing and Metacognitive Awareness
Subject Areas : Second Language Education
Hassan Alizadeh Mahmoud Alilo
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Keywords: Argumentative writing, ChatGPT, left-hemisphere dominant, metacognitive awareness, right-hemisphere dominant,
Abstract :
The current research investigated the impact of ChatGPT on argumentative writing and metacognitive awareness among Iranian EFL learners, focusing on the moderating role of hemispheric dominance. It aimed to determine if ChatGPT differentially affects right- and left-hemisphere-dominant learners. A quasi-experimental design was employed with 60 intermediate participants aged 15-24 years from two institutes in Tabriz, Iran, who were allocated to experimental and control groups. Participants' English proficiency was measured using the Oxford Placement Test, and their hemispheric dominance was determined as either left or right using the Open Hemispheric Brain Dominance Scale. Weir’s rubric evaluated Argumentative writing, while metacognitive awareness was assessed using the Metacognitive Awareness Writing Questionnaire. ChatGPT was employed with the experimental groups in scheduled work for eight weeks, whereas regular instruction was given to the control groups. Data analysis through ANCOVA indicated that ChatGPT significantly improved argumentative writing and metacognitive awareness among left-hemispherical learners compared to right-hemispherical learners. Small changes in control groups emphasized ChatGPT's effectiveness in analytical learners in particular. Pedagogically, this paper emphasizes the importance of personalized instruction by AI to support cognitive variety and suggests incorporating artificial intelligence (AI) in EFL to support analytical competencies tailored to learners’ cognitive styles.
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