AI-enhanced feedback on Chinese writing revision strategies among K-12 learners
A quasi-experimental study
Bibliographic Data
| ID | 21348342 |
|---|---|
| Authors | Zexi Chen (0000-0001-9549-9323, Northeast Agricultural University), Fangyuan Liu (0000-0002-4017-1547, Northeast Agricultural University, corresponding author) |
| Year | 2026 |
| Pages | 1-13 |
| Publication date | 2026-04-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2026.2650157 |
| OpenAlex | W7155172634 |
| Language | EN |
| References cited | 28 |
This quasi-experimental study investigates the differential effects of AI-generated and teacher feedback on Chinese writing development among middle school students in U.S. immersion programs. While prior automated writing evaluation research has focused predominantly on English contexts, this study extends the evidence base to K-12 Chinese language instruction, a setting characterized by unique linguistic demands and growing enrollment. Results revealed that AI feedback yielded significantly greater improvements in grammatical accuracy and lexical diversity, while teacher feedback produced superior outcomes in content development and organizational coherence. Hierarchical cluster analysis further identified three distinct learner profiles with differential responses to each feedback modality, suggesting that feedback effectiveness depends on both writing dimension and individual learner characteristics. These findings challenge one-size-fits-all approaches to AI integration and offer evidence-based guidance for strategically combining AI and teacher feedback in K-12 Chinese immersion contexts
Action (physics) · Control (management) · Narrative · Perspective (graphical) · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Writing and Handwriting Education
Student Outcomes in Chinese Two-Way Immersion Programs
Engaging with automated writing evaluation (AWE) feedback on L2 writing
Student engagement with teacher and automated feedback on L2 writing
AI vs. teacher feedback on EFL argumentative writing
Standards, Instruction and Assessment of EFL Writing in Schools
Localizing immersion education
Comparing Generative AI and teacher feedback
A Curriculum Model for K–12 Writing Teacher Education
Teachers in automated writing evaluation (AWE) system-supported ESL writing classes
Automated writing evaluation use in second language classrooms
Teaching Chinese in K–12 Schools in the United States
Diversity and inclusion of culturally and linguistically diverse students in K‐12 Chinese language education
| Highly cited | No |
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