A Longitudinal Mixed-Methods Study on the Complementary Roles of AI Tools and Teacher Expertise in L2 Writing Instruction
Bibliographic Data
| ID | 22006325 |
|---|---|
| Authors | Doğan Can Akçin (0000-0002-0981-0515, Bartin University, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Publication date | 2026-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440261445620 |
| OpenAlex | W7165612658 |
| Language | EN |
| References cited | 62 |
Artificial intelligence (AI) tools are increasingly used in second language (L2) writing instruction, yet empirical research comparing their longitudinal effects against human feedback remains limited. This longitudinal, mixed-methods quasi-experimental study investigated the impact of AI-based feedback versus teacher-mediated feedback on the grammatical accuracy, syntactic complexity, and writing quality of 60 first-year English Language Teaching students. Over an 8-week intervention, developmental trajectories were analyzed using Linear Mixed-Effects Models. Results revealed a significant Group × Time interaction favoring the AI-Feedback group for grammatical accuracy, which exhibited a significantly steeper rate of error reduction. Conversely, the Teacher-Feedback group demonstrated superior growth in discourse-level writing quality ( p = .036). Syntactic complexity developed comparably across both conditions ( p = .41), suggesting that gains in linguistic maturity were driven by task repetition and cognitive engagement rather than the specific feedback modality. Qualitative findings highlighted a critical tension: while AI tools significantly reduced writing anxiety and facilitated immediate iterative revision, participants expressed skepticism regarding the contextual reliability of automated suggestions, retaining a strong preference for human mediation to address higher-order concerns. These findings advocate for a blended pedagogical approach, where L2 learners leverage AI for surface-level precision while relying on human feedback to scaffold rhetorical and conceptual development
Cognition · Corrective Feedback · Empirical research · Language acquisition · Mediation · Rhetorical question · Second language writing · Second-language acquisition · Skepticism · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Writing and Handwriting Education
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| Citation velocity | historical |
|---|---|
| Highly cited | No |