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Using chatbots to scaffold EFL students’ argumentative writing
7 references·16 citing·48 second hop
Using chatbots to scaffold EFL students’ argumentative writing (2022)Using chatbots to scaffold EFL students’ …Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners (2017)Stimulating and sustaining in…The analysis of Toulmin elements in Chinese EFL university argumentative writing (2010)The analysis of Toulmin eleme…Bots as language learning tools (2006)Bots as language learning too…Collaborative writing: Product, process, and students’ reflections (2005)Collaborative writing: Produc…Enhancing the quality of argumentation in school science (2004)Enhancing the quality of argu…When Smart Groups Fail (2003)When Smart Groups FailFoundations of Argumentative Text Processing (2000)Foundations of Argumentative …Translanguaging with generative AI in EFL writing: Students’ practices and perceptions (2025)Translanguaging with generati…Interacting with ChatGPT in essay writing: A study of L2 learners’ task motivation (2025)Interacting with ChatGPT in e…Generative AI and English essay writing: exploring the role of ChatGPT in enhancing learners’ task engagement (2025)Generative AI and English ess…AI-driven chatbots in second language education: A systematic review of their efficacy and pedagogical implications (2025)AI-driven chatbots in second …AI vs. teacher feedback on EFL argumentative writing: a quantitative study (2025)AI vs. teacher feedback on EF…A collaborative reflection on the synergy of Artificial Intelligence (AI) and language teacher identity reconstruction (2025)A collaborative reflection on…“Teaching is basically feeling”: Unpacking EFL Teachers’ perceived emotions and regulatory strategies in AI-Powered L2 speaking and writing skills instruction (2025)“Teaching is basically feelin…Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study (2024)Understanding EFL students’ u…Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback (2024)Interaction and dialogue: Int…Evaluating the role of ChatGPT in enhancing EFL writing assessments in classroom settings: A preliminary investigation (2024)Evaluating the role of ChatGP…Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing? (2024)Can ChatGPT effectively compl…AI-induced emotions in L2 education: Exploring EFL students’ perceived emotions and regulation strategies (2024)AI-induced emotions in L2 edu…AI Chatbots in Chinese higher education: adoption, perception, and influence among graduate students—an integrated analysis utilizing UTAUT and ECM models (2024)AI Chatbots in Chinese higher…Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective (2023)Understanding EFL students’ c…To use or not to use? Understanding doctoral students’ acceptance of ChatGPT in writing through technology acceptance model (2023)To use or not to use? Underst…Examining Korean EFL College Students’ Experiences and Perceptions of Using ChatGPT as a Writing Revision Tool (2023)Examining Korean EFL College …A Coefficient of Agreement for Nominal Scales (1960)New directions in composition research (1984)The Uses of Argument (2003)Assessing the quality of arguments in students' persuasive writing: A case study analyzing the relationship between surface structure and substance (2015)Relations between scripted online peer feedback processes and quality of written argumentative essay (2016)Improving argumentative writing: Effects of a blended learning approach and gamification (2018)The consequences of modernity (1990)Risk Society, Towards a New Modernity (1994)TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse (2004)Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals (2008)Arguing to Learn in Science: The Role of Collaborative, Critical Discourse (2010)Steps to an Ecology of Mind (1973)Mind in Society: The Development of Higher Psychological Processes (1978)Situated Cognition and the Culture of Learning (1989)Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work (2004)Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together (1998)Pair versus individual writing: Effects on fluency, complexity and accuracy (2009)Collaborative writing: fostering foreign language and writing conventions development (2010)Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work (2012)Longman Dictionary of Language Teaching and Applied Linguistics (2013)Scale Development : Theory and Applications (1991)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Chatbot learning partners: Connecting learning experiences, interest and competence (2018)Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives (2022)Are users willing to embrace ChatGPT? 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this work references cited by second hop

References

  • 2004Enhancing the quality of argumentation in school science1,564 cited
  • 2003When Smart Groups Fail1,443 cited
  • 2005Collaborative writing: Product, process, and students’ reflections1,013 cited
  • 2017Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners448 cited
  • 2006Bots as language learning tools278 cited
  • 2000Foundations of Argumentative Text Processing259 cited
  • 2010The analysis of Toulmin elements in Chinese EFL university argumentative writing224 cited

Cited by

  • 2024AI Chatbots in Chinese higher education: adoption, perception, and influence among graduate students—an integrated analysis utilizing UTAUT and ECM models190 cited
  • 2024AI-induced emotions in L2 education: Exploring EFL students’ perceived emotions and regulation strategies163 cited
  • 2023To use or not to use? Understanding doctoral students’ acceptance of ChatGPT in writing through technology acceptance model152 cited
  • 2024Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?142 cited
  • 2024Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study105 cited
  • 2023Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective83 cited

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2025
AI-driven chatbots in second language education: A systematic review of their efficacy and pedagogical implications
82 cited
  • 2025A collaborative reflection on the synergy of Artificial Intelligence (AI) and language teacher identity reconstruction71 cited
  • 2025Generative AI and English essay writing: exploring the role of ChatGPT in enhancing learners’ task engagement67 cited
  • 2025Translanguaging with generative AI in EFL writing: Students’ practices and perceptions66 cited
  • 2024Evaluating the role of ChatGPT in enhancing EFL writing assessments in classroom settings: A preliminary investigation54 cited
  • 2024Interaction and dialogue: Integration and application of artificial intelligence in blended mode writing feedback51 cited
  • 2025“Teaching is basically feeling”: Unpacking EFL Teachers’ perceived emotions and regulatory strategies in AI-Powered L2 speaking and writing skills instruction50 cited
  • 2025Interacting with ChatGPT in essay writing: A study of L2 learners’ task motivation49 cited
  • 2025AI vs. teacher feedback on EFL argumentative writing: a quantitative study46 cited
  • 2023Examining Korean EFL College Students’ Experiences and Perceptions of Using ChatGPT as a Writing Revision Tool44 cited