[1] Baskara, R. (2023). Exploring the implications of ChatGPT for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343-358
[2] Fokides, E., & Peristeraki, E. (2024). Comparing ChatGPT’s correction and feedback comments with that of educators in the context of primary students’ short essays written in English and Greek. Education and Information Technologies, 1-45
[3] Le Boterf, G. (2000). Construire les compétences individuelles et collectives. Editions d’Organisation
[4] Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., ... & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction, 91, 101894
[5] Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing class rooms. Assessing Writing, 57, 100752. https://doi. org/10.1016/j.asw.2023.100752
[6] Van Dis, E. A., Bollen, J., Zuidema, W., Van Rooij, R., & Bockting, C. L. (2023). ChatGPT: five priorities for research. Nature, 614(7947), 224-226. https://doi. org/10.1038/d41586-023-00288-7
[7] Woodworth, J. & Barkaoui, K. (2020). Perspectives on using automated writing evaluation systems to provide written corrective feedback in the ESL classroom. TESL Canada Journal, 37(2), 234-247
[8] Yoon, S. Y., Miszoglad, E., & Pierce, L. R. (2023). Evaluation of ChatGPT feedback on ELL writers’ coherence and cohesion. arXiv preprint arXiv:2310.06505.
[9] Zeevy-Solovey, O. (2024). Comparing peer, ChatGPT, and teacher corrective feedback in EFL writing: Students’ perceptions and preferences. Technology in Language Teaching & Learning, 6(3), 1482-1482