ALTRALANG Journal
Volume 8, Numéro 1, Pages 288-303
2026-06-05

Exploring The Role Of Chatgpt-4 In Assessing And Enhancing Students' Writing Portfolios: A Formative Feedback Analysis Across Multiple Essays



Authors : Bessadat Aicha Imane . Korichi Aicha Imane .

Abstract

ABSTRACT: Several studies in the EFL realm have validated the effectiveness of portfolio assessment for not only giving a nuanced image of the students’ writing competency but also to track the development of the students’ writing performance. Although it enjoys a high level of reliability and validity, portfolio assessment is still criticized for being lesser user-friendly as it does not only assess the writing performance, but it also tends to drag the development of EFL learners’ writing proficiency. For this reason, this paper addresses the use of ChatGPT-4 as an artificial intelligence tool to alleviate some of the challenges of traditional assessment methods. Therefore, the focus of this paper is to evaluate the effectiveness of ChatGPT-4 in providing accurate assessments of students' written portfolios based on a predefined rubric. Further, the article tends to investigate the impact of receiving formative feedback from ChatGPT-4 on students' writing improvement across multiple essays, aiming to understand the influence of the model's feedback on enhancing students' writing skills over time. In this vein, the focus of this article is to examine the correlation between the progression of formative feedback from ChatGPT-4 and the improvement in students' writing proficiency over eight essays, aiming to elucidate the relationship between the quality and consistency of the model's feedback and students' writing development throughout the assessment period. To fulfil the targeted objectives, the researchers opted for an experimental protocol to a sample of fifty students from the university of Ghardaia- Algeria. They collected data from their portfolios which comprise of eight essays across two months. After that, a survey was conducted with the students to give their views about the quality of assessment received and its impact on their writing performance. The results showed that there is a remarkable advancement in the students’ writing skills thanks to the personalized feedback furnished by ChatGpt-4. In addition, students were generally positive about the potential of the consistent received feedback to target their writing errors and to provide a detailed perception to their performance.

Keywords

artificial intelligence language model ; ChatGPT-4 ; EFL writing skill ; portfolio assessment.

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