Informace o publikaci
A Pilot Study on the Linguistic Impact of AI-powered Automated Feedback on EFL Student Writing
| Název česky | Pilotní studie o jazykovém dopadu automatizované zpětné vazby využívající umělou inteligenci na psaní studentů EFL |
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| Autoři | |
| Rok publikování | 2025 |
| Druh | Konferenční abstrakty |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | This presentation introduces a pilot study within a quasi-experimental intervention research initiative exploring the linguistic effects of automated feedback on undergraduate students’ academic writing. The participants are EFL teacher trainees enrolled in a university-level program. Situated at the intersection of applied linguistics and educational technology, the study investigates how automated feedback influences linguistic features in student writing, building on prior work by Link et al. (2020), Miranti et al. (2023), and Muftah (2023). Automated feedback tools were integrated into a series of classroom-based writing tasks. Written samples were collected from students before and after the intervention. A survey combining Likert scale and open-ended questions gauged student perceptions of the feedback received. The core of the analysis focuses on linguistic changes in student writing, specifically in terms of language use, syntactic complexity, and grammatical complexity, between the pretest and posttest. Preliminary findings suggest that automated feedback can support improvements in certain linguistic features of student writing, while also influencing learner awareness of form and structure. These insights have potential implications for language teachers, curriculum developers, and applied linguists seeking to enhance writing instruction in EFL contexts. By emphasizing linguistic outcomes, this pilot study contributes to the broader discourse on integrating automated feedback tools into language pedagogy, with relevance for EFL instruction at the tertiary level. |
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