From ChatGPT to Classroom Practice: A Visualized Protocol for Generative AI-Supported Feedback, Critical Thinking,...

This study examined associations between Visualized Protocol-guided ChatGPT Writing Instruction (VP-CGWIP), writing-score trajectories, critical-thinking dispositions, and post-intervention feedback judgment in an English as a foreign language (EFL) course. Two intact second-year university classes completed a ten-week intervention and four-week follow-up. The complete-case sample included 43 experimental and 42 control participants. Writing was assessed using the International English Language Testing System (IELTS) Task 2 criteria, and dispositions using the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV). The judgment task was administered only at the immediate (T1) and delayed (T2) posttests. The experimental-minus-control differences in overall-writing change were 0.48 points at T1 (pointwise 95% confidence interval [CI], 0.26-0.70) and 0.44 at T2 (0.22-0.66). The overall score and all four writing dimensions had interaction p values below 0.05 after post hoc Holm adjustment across 18 tests. Among seven disposition dimensions, only analyticity had an adjusted interaction p value below 0.05; the total score also met this threshold. Judgment accuracy was higher in the experimental class at both posttests, whereas the adjusted p values for perception-gain correlations exceeded 0.05. Log and journal summaries provided descriptive context. Because one class represented each condition, participant-level models cannot separate condition from class. These exploratory findings describe observed associations over the four-week follow-up; measurement limitations constrain their interpretation.