VietTESOL International Convention 2026

Artificial intelligence feedback has become increasingly relevant in English writing practice, as it can provide learners with quick and supportive responses during the revision process. However, many B1 students still have difficulty revising paragraph writing independently, especially in grammar and lexical resource. In the Vietnamese university context, existing studies on ChatGPT have mainly focused on students’ perceptions, general writing improvement, or academic essay writing, while less attention has been given to teacher-guided ChatGPT feedback for paragraph revision and students’ revision engagement. This classroom-based study examined the use of ChatGPT feedback to support B1 paragraph writing among second-year English-majored students at HUTECH University. Thirty students from one class participated in the study. During the intervention, students completed paragraph writing homework based on coursebook topics, used a teacher-designed prompt to receive ChatGPT feedback on grammar and vocabulary-related problems, and revised their writing. The study focused on two writing aspects: grammar and lexical resource. A pre-writing task and a post-writing task were assessed using an analytic rubric focusing on grammatical accuracy, sentence structure, vocabulary range, word choice, and lexical appropriacy. Students’ revision engagement was also recorded through completed homework drafts, revised versions, and changes in text length after revision. The study provides practical implications for using guided ChatGPT feedback as a self-learning and revision tool in EFL writing classrooms.
Keywords: ChatGPT feedback; paragraph writing; grammar; lexical resource; revision engagement; self-learning