Gamified Collaborative Writing: Fostering Iranian EFL Learners’ Writing Development Using Classcraft

The growth of using Artificial intelligence (AI) programs in learning languages is undeniable, but the question is if all learners with wide range of individual differences can benefit these tools. This study aims to explore the effect of Artificial intelligence-assisted collaborative tasks on Iranian EFL learners' communicative proficiency, with specific focus on how different levels of critical thinking moderates this effect. The present study employs a quai-experimental design with pre-test and post-test structure. ۸۰ female learners of the age of ۱۳ - ۱۷ who processed intermediate level of English were selected out of ۱۵۰ learners in Top Notch classes of a private language institute through an English proficiency test (PET) in advance, were divided based on their different level of critical thinking via Facione ۲۰۱۱ critical thinking skills test to low, moderate and high. Learners of every level of critical thinking were randomly divided into an experimental and a control group, thus six groups were formed. The participants in the experimental groups were given AI-mediated collaborative tasks but the participants in the control groups were given regular traditional tasks. After comparing the results of the pre-tests to the post-tests the results support the fact that the use of AI-assisted collaborative tasks had positive impact on communicative proficiency of learners in all levels of critical thinking also established the higher the level of the critical thinking, the bigger the improvement of communicative proficiency. This paper is useful for teachers, professors, syllabus designers and even parents in schools, institutes and universities.

کلیدواژه ها:

Artificial Intelligence (AI) ، communicative proficiency ، collaborative tasks ، Critical Thinking ، Individual Differences