Volume 4, 2026 – Issue 3
ChatGPT-Assisted Formative Feedback and Argumentative Essay Writing Performance in Moroccan Secondary Schools
Hamza Farhane 
1
Department of English, Faculty of Letters and Human Sciences, Dhar Elmahraz, Sidi Mohammed Ben Abdellah University, Fez, Morocco
* Corresponding author: hamzafarhane96@gmail.com
DOI: 10.5281/zenodo.23565939
Abstract
This quasi-experimental study examined the effect of ChatGPT-assisted formative feedback on Moroccan secondary school students’ argumentative essay writing performance. Thirty-one second-year Baccalaureate students participated in a four-week intervention: 22 students received teacher-mediated ChatGPT feedback, whereas 9 students received traditional teacher feedback. Pre-test and post-test essays were evaluated by two independent raters using a 20-point analytic framework based on Toulmin’s Argumentation Model. Recalculation from the reported group sizes, means, and standard deviations showed no pre-test difference between the groups, t(29) = 0.08, p = .938. At post-test, the experimental group (M = 11.06, SD = 1.77) outperformed the control group (M = 9.62, SD = 1.72), t(29) = -2.07, p = .047, with a large standardized mean difference (Cohen’s d = 0.82). A Welch sensitivity analysis produced a similar effect estimate but a marginal p-value (p = .053), indicating that the inferential result should be interpreted cautiously because of the small, imbalanced groups. The findings provide preliminary evidence that carefully scaffolded ChatGPT-assisted feedback may support EFL argumentative writing, while underscoring the importance of teacher mediation and replication with larger, balanced samples.
Keywords: ChatGPT-assisted feedback, argumentative writing, secondary education, EFL writing, formative feedback
Published
2026/10/31
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Section
Research Papers
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Farhane, H. (2026). ChatGPT-assisted formative feedback and argumentative essay writing performance in Moroccan secondary schools. The International Journal of Technology, Innovation, and Education, 4(3), 7–19. https://doi.org/10.5281/zenodo.23565939
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Farhane, Hamza. 2026. “ChatGPT-Assisted Formative Feedback and Argumentative Essay Writing Performance in Moroccan Secondary Schools.” The International Journal of Technology, Innovation, and Education 4 (3): 7–19. https://doi.org/10.5281/zenodo.23565939.
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Farhane, Hamza. “ChatGPT-Assisted Formative Feedback and Argumentative Essay Writing Performance in Moroccan Secondary Schools.” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, Oct. 2026, pp. 7–19, https://doi.org/10.5281/zenodo.23565939.
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[1]
H. Farhane, “ChatGPT-assisted formative feedback and argumentative essay writing performance in Moroccan secondary schools,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 3, pp. 7–19, Oct. 2026, doi: 10.5281/zenodo.23565939.
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Farhane, H. (2026) “ChatGPT-assisted formative feedback and argumentative essay writing performance in Moroccan secondary schools,” The International Journal of Technology, Innovation, and Education, 4(3), pp. 7–19. Available at: https://doi.org/10.5281/zenodo.23565939.
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Farhane H. ChatGPT-assisted formative feedback and argumentative essay writing performance in Moroccan secondary schools. The International Journal of Technology, Innovation, and Education [Internet]. 2026 Oct 31;4(3):7–19. Available from: https://ijtie.com/wp-content/uploads/2026/10/N40309.pdf
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Farhane, H. (2026). ChatGPT-assisted formative feedback and argumentative essay writing performance in Moroccan secondary schools. The International Journal of Technology, Innovation, and Education, 4(3), 7–19. https://doi.org/10.5281/zenodo.23565939
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About the authors
- Hamza Farhane holds a PhD in Applied Linguistics from the Faculty of Letters and Human Sciences, Dhar El Mahraz, Sidi Mohammed Ben Abdellah University, Fez, Morocco. His research interests include English language teaching (ELT) and the integration of artificial intelligence (AI) in education. He serves as an adjunct professor at the Higher School of Education and Training (ESEF) in Berrechid, Morocco.
hamzafarhane96@gmail.com ↩︎
