Enhancing EFL reading and writing through AI-powered tools: Design, implementation, and evaluation of an online course
Abstract
During the Covid-19 pandemic, global teachers gained extensive experiences with teaching online courses. To design quality online courses in the post-pandemic era, the impact of the latest technology, such as artificial intelligence (AI), must be considered. Investigating how teachers incorporate AI-powered tools and how students perceive learning experiences with the tools is crucial for informing effective online course design. In this case study, we presented an 18-week online English course for 43 senior high school students in Taiwan. Designed according to learning theories, this course aimed to cultivate autonomous EFL learners, who learned to read and write with the support of three AI-powered tools (i.e. Linggle Write, Linggle Read, and Linggle Search). Data were collected from the instructors and students in both qualitative and quantitative formats. Results showed that a learning loop was created to connect online learning with offline practice; students had better optimal experience in student-centered presentations than in teacher-centered lectures; and language proficiency predicted semester grade and assignment quantity. This study has both theoretical and practical value; it serves as an example of how to design a quality synchronous online course on AI tools for EFL reading and writing based on theoretical approaches.
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In Hsiao and Chang's 18-week online course, students used AI support to manage grammar and vocabulary issues independently, enabling them to dedicate more attention to overall writing structure and message clarity.
“Students used AI support to manage grammar and vocabulary issues independently, which enabled them to dedicate more attention to overall writing structure and message clarity.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [31]
Reflective writings and flow questionnaires suggested that students experienced increased engagement and confidence in managing the writing process autonomously.
“Reflective writings and flow questionnaires suggested that students experienced increased engagement and confidence in managing the writing process autonomously.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [31]
Hsiao and Chang found that personalized AI suggestions through tools like Linggle Search enhanced students' ability to create cohesive and contextually appropriate language combinations.
“Similarly, Hsiao and Chang [31] found that personalized AI suggestions through tools like Linggle Search enhanced students' ability to create cohesive and contextually appropriate language combinations.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [31]
Hsiao and Chang documented enhanced cognitive, emotional, and behavioral engagement through AI tool usage.
“Their findings align with Hsiao and Chang's [31] study, which documented enhanced cognitive, emotional, and behavioral engagement through AI tool usage.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [31]
AI assistance helped students adopt effective learning strategies, maintain positive attitudes, and actively engage with language tasks.
“This study particularly emphasized how AI assistance helped students adopt effective learning strategies, maintain positive attitudes, and actively engage with language tasks while addressing concerns about over-reliance on technology.”
From AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review (2025) · cites this paper as [31]
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- Authors
- Hsiao, J.-C., & Chang, J. S.
- Affiliations
- National Yang Ming Chiao Tung University (TW)
- National Tsing Hua University (TW)
- Corresponding author
- Hsiao, Jo-Chi
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2023-05-03
- Volume
- 32
- Issue
- 9
- Pages
- 4934-4949
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W4368368904
- Semantic Scholar
- 5f3f25fb1cfcb3cc84d63a5d8977a0bd17d790ff
- Cited by
- 73
- References
- 37
- Citations by year
- 2026: 27 · 2025: 29 · 2024: 16 · 2023: 1
- FWCI
- 17.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- Funders
- National Science and Technology Council (NSTC 111-2221-E-007-107-)
- Topics
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- EFL reading, EFL writing, online course design, synchronous online learning, learner autonomy, high school students, student perceptions, language proficiency, student-centered learning, post-pandemic education
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