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The integration of generative AI in the field of education is actively being explored. In particular, ChatGPT has garnered significant interest, offering an opportunity to examine its effectiveness in English as a foreign language (EFL) education. To address this need, we present a novel learning platform called RECIPE (Revising an Essay with ChatGPT on an Interactive Platform for EFL learners). Our platform features two types of prompts that facilitate conversations between ChatGPT and students: (1) a hidden prompt for ChatGPT to take an EFL teacher role and (2) an open prompt for students to initiate a dialogue with a self-written summary of what they have learned. We deployed this platform for 213 undergraduate and graduate students enrolled in EFL writing courses and seven instructors. For this study, we collect students' interaction data from RECIPE, including students' perceptions and usage of the platform, and user scenarios are examined with the data. We also conduct a focus group interview with six students and an individual interview with one EFL instructor to explore design opportunities for leveraging generative AI models in the field of EFL education.

Automated essay scoring (AES) provides a useful tool for students and instructors in writing classes by generating essay scores in real-time. However, previous AES models do not provide more specific rubric-based scores nor feedback on how to improve the essays, which can be even more important than the overall scores for learning. We present FABRIC, a pipeline to help students and instructors in English writing classes by automatically generating 1) the overall scores, 2) specific rubric-based scores, and 3) detailed feedback on how to improve the essays. Under the guidance of English education experts, we chose the rubrics for the specific scores as content, organization, and language. The first component of the FABRIC pipeline is DREsS, a real-world Dataset for Rubric-based Essay Scoring (DREsS). The second component is CASE, a Corruption-based Augmentation Strategy for Essays, with which we can improve the accuracy of the baseline model by 45.44%. The third component is EssayCoT, the Essay Chain-of-Thought prompting strategy which uses scores predicted from the AES model to generate better feedback. We evaluate the effectiveness of the new dataset DREsS and the augmentation strategy CASE quantitatively and show significant improvements over the models trained with existing datasets. We evaluate the feedback generated by EssayCoT with English education experts to show significant improvements in the helpfulness of the feedback across all rubrics. Lastly, we evaluate the FABRIC pipeline with students in a college English writing class who rated the generated scores and feedback with an average of 6 on the Likert scale from 1 to 7.