Content area
This study examines the impact of artificial intelligence (AI)-assisted blended learning on writing self-efficacy and resilience among lower intermediate English as a foreign language learners. Using a quasi-experimental design, it compares outcomes of an experimental group using AI tools with a control group receiving traditional instruction. Results show AI tools enhance linguistic accuracy, performance self-efficacy, and resilience, while traditional methods effectively support self-regulation and metacognitive growth. AI tools provide personalized feedback, reduce cognitive load, boost confidence, and expand vocabulary. However, challenges like over-reliance on AI and creativity concerns emphasize the need for balanced integration with teacher guidance. These findings highlight the complementary strengths of AI and traditional pedagogy, stressing the value of integrating technological advancements with reflective practices to optimize writing development. The research offers insights into AI's potential to enhance language education while addressing its limitations for responsible and effective use.
Details
Collaborative Writing;
Artificial Intelligence;
Student Motivation;
Language Proficiency;
Cognitive Ability;
Educational Environment;
Learner Engagement;
Educational Strategies;
Algorithms;
Language Skills;
Control Groups;
Learning Strategies;
Conventional Instruction;
Curriculum Design;
Experimental Groups;
Computers;
Educational Technology;
English (Second Language);
Computer Assisted Instruction;
Environmental Influences;
Blended Learning;
Beliefs;
English Learners;
Educational Facilities Improvement
Writing;
Research design;
Blended learning;
Cognitive load;
English language learners;
Quasi-experimental methods;
Self control;
Resilience;
Metacognition;
Second language writing;
Artificial intelligence;
Learning;
English as a second language;
Effectiveness;
Teachers;
Foreign languages;
Language acquisition;
Feedback;
English language;
Self regulation;
Vocabulary;
Scholarship;
Learning outcomes;
Self-efficacy;
Design of experiments;
English as a second language instruction