Effects of interaction with AI-assisted writing evaluation on EFL students’ writing performance
This study aimed to measure a newly developed automated written evaluation feedback instrument, EditGPT, on the writing performance of 30 Omani EFL learners and their perceptions of this tool’s functionality in learning English as a foreign language (EFL). The learners were divided into three groups...
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| Format: | Article |
| Language: | English |
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Hong Kong Bao Long Accounting & Secretarial Limited
2025-06-01
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| Series: | Knowledge Management & E-Learning: An International Journal |
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| Online Access: | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/623 |
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| author | Ali Al Ghaithi Behnam Behforouz |
| author_facet | Ali Al Ghaithi Behnam Behforouz |
| author_sort | Ali Al Ghaithi |
| collection | DOAJ |
| description | This study aimed to measure a newly developed automated written evaluation feedback instrument, EditGPT, on the writing performance of 30 Omani EFL learners and their perceptions of this tool’s functionality in learning English as a foreign language (EFL). The learners were divided into three groups: control (receiving general feedback on writing), experimental group A (receiving writing feedback from researchers), and experimental group (receiving writing feedback from EditGPT). To collect the required data, a pretest and posttest of writing based on narration and compare-and-contrast were conducted to measure students’ progress. A questionnaire initially developed by Huang and Renandya (2020) was adopted, translated, and used thoroughly to elicit students’ perceptions. The results showed that experimental group A performed much better than the other two groups; experimental group B, which received feedback only from EditGPT, showed more progress than the control group. The results of this study demonstrate the usability of EditGPT and the role of the teacher in such learning contexts. |
| format | Article |
| id | doaj-art-1c8fa6978323474bbbd4493749417fd6 |
| institution | DOAJ |
| issn | 2073-7904 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Hong Kong Bao Long Accounting & Secretarial Limited |
| record_format | Article |
| series | Knowledge Management & E-Learning: An International Journal |
| spelling | doaj-art-1c8fa6978323474bbbd4493749417fd62025-08-20T03:20:04ZengHong Kong Bao Long Accounting & Secretarial LimitedKnowledge Management & E-Learning: An International Journal2073-79042025-06-0117220622410.34105/j.kmel.2025.17.009Effects of interaction with AI-assisted writing evaluation on EFL students’ writing performanceAli Al Ghaithi0https://orcid.org/0000-0002-9653-508XBehnam Behforouz1https://orcid.org/0000-0002-0078-2757Sohar University, OmanUniversity of Technology and Applied Sciences, Shinas, OmanThis study aimed to measure a newly developed automated written evaluation feedback instrument, EditGPT, on the writing performance of 30 Omani EFL learners and their perceptions of this tool’s functionality in learning English as a foreign language (EFL). The learners were divided into three groups: control (receiving general feedback on writing), experimental group A (receiving writing feedback from researchers), and experimental group (receiving writing feedback from EditGPT). To collect the required data, a pretest and posttest of writing based on narration and compare-and-contrast were conducted to measure students’ progress. A questionnaire initially developed by Huang and Renandya (2020) was adopted, translated, and used thoroughly to elicit students’ perceptions. The results showed that experimental group A performed much better than the other two groups; experimental group B, which received feedback only from EditGPT, showed more progress than the control group. The results of this study demonstrate the usability of EditGPT and the role of the teacher in such learning contexts.https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/623automated writing evaluationwriting performanceperceptionsfunctionalityefl learners |
| spellingShingle | Ali Al Ghaithi Behnam Behforouz Effects of interaction with AI-assisted writing evaluation on EFL students’ writing performance Knowledge Management & E-Learning: An International Journal automated writing evaluation writing performance perceptions functionality efl learners |
| title | Effects of interaction with AI-assisted writing evaluation on EFL students’ writing performance |
| title_full | Effects of interaction with AI-assisted writing evaluation on EFL students’ writing performance |
| title_fullStr | Effects of interaction with AI-assisted writing evaluation on EFL students’ writing performance |
| title_full_unstemmed | Effects of interaction with AI-assisted writing evaluation on EFL students’ writing performance |
| title_short | Effects of interaction with AI-assisted writing evaluation on EFL students’ writing performance |
| title_sort | effects of interaction with ai assisted writing evaluation on efl students writing performance |
| topic | automated writing evaluation writing performance perceptions functionality efl learners |
| url | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/623 |
| work_keys_str_mv | AT alialghaithi effectsofinteractionwithaiassistedwritingevaluationoneflstudentswritingperformance AT behnambehforouz effectsofinteractionwithaiassistedwritingevaluationoneflstudentswritingperformance |