The Impact of AI-Based Corrective Feedback on Writing Development ‎and Writing Anxiety among Iranian EFL ‎

This study explored the impact of AI-based feedback versus teacher feedback on writing anxiety ‎and development of Iranian EFL learners. For the study a quasi-experimental pretest posttest design ‎was adopted with two intact intermediate EFL classes of ۴۸ learners. Convenience sampling was ‎adopted for participant selection. Participants were randomly assigned to the experimental (n = ۲۴) ‎and control groups (n = ۲۴). During the study the experimental group received AI-based feedback ‎for ۷ writing tasks. Teacher feedback was provided to the control group. Writing performance data ‎and Cheng’s (۲۰۰۴) Second Language Writing Anxiety Inventory (SLWAI) were collected from the ‎participants through pre- and post-writing tests. Data were analyzed through the Mann Whitney U ‎Non-Parametric test and paired-samples t-tests. Results revealed the experimental group who ‎received AI-based feedback outperformed the control group in writing performance. The ‎experimental group reported a decrease in writing anxiety after the study. No comparable decrease ‎of writing anxiety was reported by the control group. Overall results revealed the potential of AI-‎based feedback in the writing development of EFL learners, in writing anxiety reduction, and its ‎value as a supporting feedback to teacher feedback in EFL writing class instructions

کلیدواژه ها:

AI Corrective Feedback ، Writing Anxiety ، Writing Performance ، EFL Learners