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The Impact of AI-Based Group Dynamic Assessment on L2 Writing Proficiency | ||
| Technology Assisted Language Education | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 اردیبهشت 1404 اصل مقاله (394.27 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2025.11488.1081 | ||
| نویسندگان | ||
| Saba Bashiri1؛ Saman Ebadi* 2 | ||
| 1Razi University, Kermanshah, Iran | ||
| 2Professor of Applied Linguistics, Razi University | ||
| چکیده | ||
| The development of (G)DA and AI technologies, including AI chatbots, in EFL writing instruction substantially impacts EFL learners’ writing skills. Previous studies have proven that dialogic interactions in graduated mediation in (G)DA enhance learners’ engagement and motivation, assist them in internalisation and self-regulation, and promote L2 writing abilities. However, AI chatbots’ generated feedback with human-generated mediation in group dynamic assessment (GDA) on EFL writing proficiency has been unexplored. This exploratory study examines the implementation and effects of integrating AI chatbots’ generated feedback with human-generated mediation in group dynamic assessment (GDA) on EFL writing proficiency. The participants were 45 upper-intermediate female EFL learners randomly assigned into three groups: one receiving teacher-mediated AI-based GDA (N=15), one receiving teacher-mediated GDA (N=15), and the control group in conventional writing classes. The t-test results revealed that learners in the AI-based GDA group performed better in the post-test after the 12 intervention sessions during six weeks. ANOVA results showed significant differences among the three groups in their post-test scores, which indicated the outperformance of the AI-based GDA group. Further, in response to the interview, the AI-based GDA group admitted that their L2 writing abilities improved due to gaining autonomy, increasing motivation, and enhancing collaboration during the intervention. The findings suggest using AI chatbots like ChatGPT and human mediation as technological dynamic assessment mediators to enhance L2 writing proficiency. Integrating AI and DA seems promising in extending EFL practices by providing individualised fine-tuned feedback and broadening EFL learners’ self-regulatory practices. | ||
| کلیدواژه‌ها | ||
| Group dynamic assessment؛ Artificial Intelligence؛ AI chatbots؛ Chat-GPT؛ writing proficiency | ||
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آمار تعداد مشاهده مقاله: 36 تعداد دریافت فایل اصل مقاله: 109 |
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