Beyond Blended Learning Effects of AI-Driven Feedback on L2 Writing Development

Sayma Sultana

doi:10.61424/ijah.v3i3.941

Authors

Sayma Sultana Senior Teacher, Ministry of Education, Cambrian School & Collage, Dhaka, Bangladesh

DOI:

https://doi.org/10.61424/ijah.v3i3.941

Keywords:

AI-driven feedback, L2 writing development, self-regulated learning, complexity accuracy fluency (CAF), generative artificial intelligence

Abstract

Generative artificial intelligence (GenAI) has transformed the process of feedback and interaction with learners in the second language (L2) writing teaching process. This research examined how AI-based feedback has impacted the improvement of L2 writing in small-class learning setting, both concerning the language performance and psychological performance. Mixed-method case study was used in the given study and the sample included 10-15 learners of intermediate level, who were separated into an experimental group (AI-generated feedback) and a control group (traditional instructor feedback). Complexity, accuracy, and fluency (CAF) indices were used to assess the writing performance, and mindfulness, self-efficacy, and resilience scales were used to assess the psychological changes. The results showed that those learners that interacted with AI responses showed significantly higher levels of grammatical accuracy, writing fluency, and revision engagement than those who were not in the control group. The qualitative analysis also showed an improved metacognitive awareness and confidence in learners when they were engaged in the revision process. The findings indicate that AI feedback may be used together with instructor feedback and assist in more personalized and reflective L2 writing development.

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