Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study

Masoud Rahimi

126 citations0/0 files storedComputer Assisted Language Learning

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

EFL/ESL Teaching and Learning Artificial Intelligence in Education English Language Learning and Teaching

Abstract

As innovative artificial intelligence (AI) platforms continue to demonstrate their effectiveness in mediating learners’ language learning, further exploration is necessary to realise how AI contributes to English language learners’ writing skills development. Following Vygotskian social constructivist theory of learning, we employed a qualitative research design to explore the impact of AI-enhanced writing mediation on English as a foreign language (EFL) learners’ academic writing skills. Fourteen EFL learners, preparing for the IELTS examination, actively participated in interactive writing activities utilising ChatGPT, regarded as an AI platform, wherein they received implicit and explicit writing mediation to develop their academic writing skills. By tracking the microgenetic development of the learners, conducting observations of their interactive writing activities with the AI platform, and keeping a reflexive journal, the findings corroborated that the AI platform’s writing mediation substantially contributed to the learners’ academic writing skills development. Employing follow-up think-aloud interviews, the learners also highlighted their positive attitudes and perceptions towards the role of AI-enhanced writing mediation in developing their academic writing skills. The study provides pedagogical and practical implications for developing AI-enhanced writing mediation for EFL learners.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 126 citations exist upstream.

References

1978Mind in Society: The Development of Higher Psychological Processes 1994Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development 2020The effect of using Kahoot! for learning – A literature review 2023Using ChatGPT for second language writing: Pitfalls and potentials 2022A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education 2000Second language learning as a mediated process 2024Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions 2021Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy

Cited by

2025Profiles of Approaches to Writing and Their Links to Self-Efficacy and LLM Acceptance in L2 Academic Writing 2025Investigating the role of AI-powered conversation bots in enhancing L2 speaking skills and reducing speaking anxiety: a mixed methods study 2025Beyond Policing: AI Writing Detection Tools, Trust, Academic Integrity, and Their Implications for College Writing 2025The impact of AI-driven speech recognition on EFL listening comprehension, flow experience, and anxiety: a randomized controlled trial

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.