Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments

Liu, Chenchen; Hou, Jierui; Tu, Yun-Fang; Wang, Youmei; Hwang, Gwo-Jen

doi:10.1080/10494820.2021.2012812

Cited by 232EFL/ESL Teaching and LearningEnglish Language Learning and TeachingArtificial Intelligence in Education

Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments

Liu, Chenchen, Hou, Jierui, Tu, Yun-Fang, Wang, Youmei, Hwang, Gwo-Jen·2023·Interactive Learning Environments

DOI 10.1080/10494820.2021.2012812

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Abstract

Automated writing feedback supported by artificial intelligence (AI) techniques has attracted the attention of English as Foreign Language (EFL) researchers. However, there is insufficient evidence and inconsistent conclusions on the actual impacts of AI on students’ writing skills. In addition, in the field of EFL writing, there are few studies which have integrated appropriate teaching strategies to promote the effectiveness of EFL writing teaching and learning. Furthermore, it remains unclear how learners can effectively benefit from AI technology-based English writing. To solve this problem, this study proposed a reflective thinking promotion mechanism-based AI-supported English writing (RTP-AIEW) approach to deepen learners’ thinking and improve their EFL writing quality. To investigate the effectiveness of this learning approach, a quasi-experiment was conducted in two EFL writing classes in a university. One class (50 students) was the experimental group learning with the proposed RTP-AIEW approach, while the other class (53 students) was the control group learning with conventional AI-supported EFL writing. The results indicated that the proposed approach not only significantly improved the experimental group students’ English writing performance, but also improved their self-efficacy and self-regulated learning, and significantly reduced their cognitive load. In addition, students’ learning experience and perceptions are also discussed.

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Heightened engagement facilitated by the AI tool's responsiveness contributes to observed improvements in writing skills and motivation.
“This heightened engagement, facilitated by the AI tool’s responsiveness, contributes to the observed improvements in writing skills and motivation (Liu et al., 2021; Utami and Winarni, 2023).”
From Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students (2023) · cites this paper as Liu et al., 2021

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Authors: Liu, C., Hou, J., Tu, Y.-F., Wang, Y., & Hwang, G.-J.
Affiliations: Wenzhou University (CN)
Fu Jen Catholic University (TW)
Kaohsiung Medical University (TW)
Corresponding author: Hwang, Gwo-Jen
ORCID: Liu, Chenchen
Tu, Yun-Fang
Wang, Youmei
Hwang, Gwo-Jen
Venue: Interactive Learning Environments
Publisher: Informa UK Limited
Published: 2021-12-10
Volume: 31
Issue: 9
Pages: 5614-5632
ISSN: 1049-4820 (ISSN-L)
1744-5191
DOI: 10.1080/10494820.2021.2012812
OpenAlex: W4200268598
Cited by: 231
References: 79
Citations by year: 2026: 53 · 2025: 88 · 2024: 61 · 2023: 20 · 2022: 9
FWCI: 88.88
Type: journal article
Language: en
Open access: closed
Locations: Interactive Learning Environments (publishedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
Keywords: EFL writing, reflective thinking, automated writing feedback, writing self-efficacy, student self-regulation, cognitive load, writing quality, learner perceptions, writing instruction strategies

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Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments

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