Assessing the Impact of Microsoft Copilot and ChatGPT on EFL Learners' Interactional Metadiscourse in Argumentative Writing

Rajab Esfandiari; Omid Allaf-Akbary

doi:10.24310/ijtei.111.2025.20896

Autores/as

Rajab Esfandiari Imam Khomeini International University, Irán, República islámica de https://orcid.org/0000-0002-2305-762X
Omid Allaf-Akbary University of Mohaghegh Ardabili, Irán, República islámica de https://orcid.org/0000-0002-9019-9273

DOI:

https://doi.org/10.24310/ijtei.111.2025.20896

Palabras clave:

Aprendizaje mejorado con IA, Realización del metadiscurso, Entrevista semiestructurada

Resumen

El auge de los chatbots de inteligencia artificial (IA) ha transformado significativamente el panorama educativo, ofreciendo numerosas oportunidades para la innovación y el cambio. El presente estudio evaluó los efectos comparativos de la instrucción basada en ChatGPT y Microsoft Copilot en ayudar a los aprendices iraníes de inglés como lengua extranjera (EFL) a identificar y realizar marcadores de metadiscurso interactivo (IM) en la escritura argumentativa y a explorar sus actitudes hacia estos dos chatbots. Basado en el marco teórico de IM, este estudio siguió un diseño paralelo convergente. El estudio involucró a 90 aprendices de idiomas, tanto hombres como mujeres, asignados aleatoriamente a tres grupos: grupo basado en ChatGPT (n = 30), grupo de Microsoft Copilot (n = 30) y un grupo de control (n = 30). A los grupos experimentales se les proporcionaron 10 consignas por sesión para la implementación de marcadores IM, resultando en 60 consignas a lo largo de seis sesiones. La instrucción incluyó un entrenamiento inicial en el uso de las herramientas de IA respectivas, seguido de sesiones prácticas enfocadas en identificar y usar marcadores IM en la escritura. El grupo de control recibió instrucción convencional, que implicaba identificar marcadores IM en pasajes de lectura con la guía del instructor. Se diseñaron preguntas de entrevista para obtener perspectivas de los aprendices sobre sus experiencias con ChatGPT y Microsoft Copilot. Las respuestas de los datos de la entrevista sobre las percepciones de los aprendices fueron analizadas mediante análisis temático. Los resultados mostraron que el grupo de Microsoft Copilot demostró un rendimiento superior en comparación con los otros dos grupos en la identificación de marcadores IM en el post-test. Sin embargo, un análisis de covarianza (ANCOVA) mostró que la diferencia entre el grupo basado en ChatGPT y el grupo de control no fue estadísticamente significativa. Además, las respuestas a las entrevistas semiestructuradas indicaron que todos los aprendices tenían una percepción positiva de Microsoft Copilot para emplear marcadores IM en la escritura argumentativa. Este estudio contribuye al campo proporcionando evidencia empírica sobre la efectividad de chatbots impulsados por IA específicos en la mejora de habilidades críticas de escritura, específicamente a través de la lente de IM.

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Biografía del autor/a

Rajab Esfandiari, Imam Khomeini International University,

Associate professor of English Language Teaching, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran

Omid Allaf-Akbary, University of Mohaghegh Ardabili,

Department of English Language, Faculty of Humanities, University of Mohaghegh Ardabili, Ardabil, Iran

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