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This study examines whether ChatGPT-based feedback can improve IELTS Writing Task 2 performance among undergraduate ESL students. The paper is developed from a draft study conducted in an IELTS preparation course at the National University of Mongolia. Forty students were divided into an experimental group and a control group. Both groups completed IELTS Writing Task 2 assignments, but the experimental group used ChatGPT for feedback and revision, whereas the control group relied on teacher and peer feedback. The study focused on the four public IELTS writing criteria: task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy. Descriptive post-test results suggest that the ChatGPT-supported group performed better in grammatical range and accuracy and lexical resource, while the two groups showed similar outcomes in task response and coherence and cohesion. Interviews with five students from the experimental group indicated that ChatGPT helped reduce grammar mistakes, expand vocabulary, save time, and create a more supportive revision experience. However, participants also reported that feedback on task achievement and coherence was sometimes inconsistent. The findings suggest that ChatGPT can be an effective supplementary feedback tool in IELTS writing instruction, especially for language-focused revision, but should be used alongside teacher guidance rather than as a substitute for human judgment. Keywords: AI in language learning, ChatGPT, IELTS Writing Task 2, ESL writing, personalized feedback
Listening is a difficult skill to teach. Often instructors test students' listening comprehension rather than providing instruction and practice that develops listening skills. Listening is a prerequisite to other language skills, speaking, reading and writing. This session introduces the importance of developing listening skills in learning English as a foreign language (EFL). The presenters share current research findings and approaches (bottom-up, top-down and mixed) in second language acquisition, then suggest some practical ideas and instructional activities for teaching listening in the language classroom.
Tertiary level EFL teachers’ professional development and its effectiveness Teacher education is the field which should be focused from the authorities since teachers are the key players in an effort to achieve the education change and quality. Teachers who are key players and directly involved in teacher preparation have to be professionally developed and should be put much greater attention from the government. Offering and providing high quality professional development programs is a cornerstone in improvement of teaching practice of teachers and the achievement of student teachers. In order to make professional development programs more effective, the teachers’ professional development programs should be based on the professional development theories. This study emphasizes how tertiary level EFL teachers and teacher educators perceive their professional development programs and their effectiveness. Key words: Tertiary level teachers, teacher educators, teachers’ professional development programs, professional development programs, EFL teachers
