Retroalimentación formativa en la escritura de tesis en posgrado: Comparación entre ChatGPT y revisores pares en un círculo de escritura

Formative assessment in Academic Writing is recognized for its potential to improve both texts and writers' development. This research evaluated the effects of feedback provided by ChatGPT on the writing of thesis introductions within the context of a Postgraduate Writing Group. A mixedmethods study was conducted, with a concurrent design of exploratory scope. Data collection included 12 text drafts, peer and ChatGPT feedback based on rubrics, revised versions of the introductions, and participants’ perceptions regarding the relevance, quality and impact of the feedback. Findings indicated consistency in the ratings provided by both reviewers, with over half of the suggestions being incorporated into the introductions. Despite the use of a rubric to share evaluation criteria, it was observed that ChatGPT focused on text structure and formal aspects of writing, whereas peers concentrated on content development and the feasibility of research proposals. The findings show the educational potential of ChatGPT in personalizing writing learning by providing efficient and timely support and position it as a complementary strategy to human feedback.