ChatGPT as a feedback tool for read-aloud questions: Preservice teachers’ experience and perceptions
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Citation of Original Publication
Appleget, Carin, and Shuling Yang. “ChatGPT as a Feedback Tool for Read-Aloud Questions: Preservice Teachers’ Experience and Perceptions.” Journal of Digital Learning in Teacher Education, January 26, 2026, 1–14. https://doi.org/10.1080/21532974.2025.2606664.
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This is an original manuscript of an article published by Taylor & Francis in Journal of Digital Learning in Teacher Education on 2026-01-26, available at: https://doi.org/10.1080/21532974.2025.2606664.
Abstract
This study explored how preservice teachers evaluated peer and ChatGPT-generated feedback for Question-Answer Relationship questions written for a picture book read-aloud. Grounded in Vygotskian theory and reciprocal teaching, the learning event was scaffolded so PSTs wrote questions, engaged in dialogic feedback with a peer, and were then guided to prompt ChatGPT for feedback for their questions. Results indicated that while PSTs valued social interaction and collaboration with peers, they appreciated the potential advantages of using AI to complement feedback because it was faster, descriptive and depersonalized. Researchers highlight the importance of approaching GenAI as a dialogic partner—one that requires thoughtful prompting, ongoing refinement, and critical engagement.