Abstract
Purpose: This study aimed to investigate the advantages and disadvantages of using ChatGPT for
 generating student writing feedback and explore strategies for effective feedback prompts, as perceived
 by Korean language teachers.
 Methods: The research involved Focus Group Interviews (FGI) with 10 experienced Korean language
 teachers. The FGI process followed Krueger and Casey's (2009) guidelines.
 Results: Firstly, the teachers recognized the ability of ChatGPT to generate prompt and detailed
 feedback on student writing as a significant advantage. Secondly, they valued ChatGPT’s capacity
 to provide concrete examples and improvement directions for student writing feedback, along with
 highlighting feedback contents that the teachers might not have noticed. Thirdly, inconsistencies or
 inaccuracies in the feedback generated were perceived as drawbacks of using ChatGPT. Regarding
 the composition of prompts for effective writing feedback, the teachers believed that using ChatGPT
 to refine and enhance teacher-drafted feedback was more effective, emphasizing the importance of
 crafting sophisticated and effective prompts.
 Conclusion: Based on these insights, the study suggests the need for further research in areas such
 as: 1) exploring teacher training and development options to enhance the quality of ChatGPT-generated
 feedback, 2) investigating various prompt composition methods and their effectiveness to find the
 optimal prompts for writing feedback, 3) comparative analysis of user-perceived improvements with
 the release of GPT-4 and GPT-4 turbo, particularly in terms of ChatGPT's performance, and 4)
 objectively measuring the quality and effectiveness of writing feedback provided through ChatGPT.
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