Research Information System
Doctoral Consortium of the 19th European Conference on Technology Enhanced Learning, ECTELDC 2024, Krems, Austria, 16 - 20 September 2024, vol.3927, pp.76-82
This doctoral study aims to address significant challenges in foreign/second language (L2) writing (FLW/SLW) instruction by leveraging artificial intelligence. The central problem this study addresses is the lack of active learner engagement and the resource-intensive nature of traditional feedback methods, which can lead to teacher burnout and ineffective student learning outcomes. Existing feedback practices often fall short in providing detailed, timely, and comprehensible feedback, which hinders students' ability to critically analyze and act upon it. The study proposes a shift from monologic to dialogic feedback, facilitated by large-language models (LLMs), to promote continuous iterations of editing and rewriting, thus enhancing linguistic and cognitive development. The goal is to reveal the potential of LLMs in facilitating effective dialogic feedback approaches in L2 writing. To achieve this, the study aims to develop a theoretical framework and design principles for AI-enabled dialogic feedback systems, create an AI-writing tool based on this framework, and test its effectiveness through experimental sessions. Ultimately, the study seeks to understand the impact of AI-enhanced feedback on L2 learners' writing progress, their perceptions and experiences, and the emerging interaction patterns during the feedback process. This research holds the potential to transform feedback practices in language learning, contributing to more effective and engaging L2 writing instruction.