The design and evaluation of an interactive AI companion for foreign language writing
Bibliographic Data
| ID | 8939709 |
|---|---|
| Authors | Nicole Mills (Department of Romance Languages & Literatures Harvard University Cambridge Massachusetts USA, corresponding author), Hannah Hok (0000-0003-2902-4201, Massachusetts Institute of Technology Cambridge Massachusetts USA), Arnaud Dressen (Wonda Paris France), Quentin Veillas (Wonda Paris France) |
| Year | 2025 |
| Volume | 58 |
| Issue | 1 |
| Pages | 40-69 |
| Publication date | 2025-01-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12790 |
| OpenAlex | W4406398723 |
| Language | EN |
| Citations received | 11 |
| References cited | 41 |
The Modern Language Association (MLA) published a writing and artificial intelligence (AI) working paper that provided an overview of key issues, concerns, and recommendations to help language educators make principle‐driven pedagogical decisions to support critical AI literacy. To address the MLA's recommendations, a collaborative AI writing companion project was designed that assists learners in a process‐oriented, design approach to writing. The tool seeks to emphasize writing as a meaningful, collaborative process of communication that involves both learner autonomy and a focus on textual conventions. Perceptions of the platform's efficacy were assessed employing constructs from the psychology of language learning such as writing self‐efficacy, anxiety, and self‐efficacy for self‐regulation and user experience measures such as perceived anthropomorphism, teaching presence, and enjoyment. Findings revealed that students' perceptions and enjoyment of the AI chatbot were associated with how competent students perceived themselves to be as writers and other self‐reported outcomes
Foreign language · Language assessment · Linguistics · Mathematics education · AI in Service Interactions · Computer Science · Natural Language Processing Techniques · Philosophy · Psychology · Topic Modeling
Supporting Self-Regulated Learning in the Age of Artificial Intelligence
Students' conceptions about AI in science classrooms
The impact of chatbots on emotional intelligence in AI-assisted EFL writing
Designing artificial intelligence chatbots for self-regulated learning from a systematic review based on Habermas's three interests
Longitudinal Analysis of L 2 Writing Enjoyment Trajectory in AI ‐Mediated Writing
Beyond Substitution
Uncovering the Mediating Effects of AI Trust and Self‐Efficacy on Engagement in Human‐ GenAI Communication for EFL Learning
Examining language learners’ GenAI-assisted writing self-efficacy profiles and the relationship with their writing self-regulated learning strategies
Exploring critical AI literacy in language education
Chatbots for vocabulary learning
World language teachers' reported practices of integrating ChatGPT into instruction
Developing Motivation to Write
The structure of academic self-concept
The impact of AI writing tools on the content and organization of students’ writing
Academic studing and the development of personal skill
Student enrollment, motivation and learning performance in a blended learning environment
Self-Efficacy for Reading and Writing
Self-Efficacy
Gen Z, Explained
Comparing technology acceptance of AR-based and 3D map-based mobile library applications
Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning
Crossing transcultural liminalities with critical virtual exchange
Learning to write, reading to learn
Redefining writing in the foreign language curriculum
Culture and vision in virtual reality narratives
A Reevaluation of the Role of Anxiety
Impact of Self-Regulatory Influences on Writing Course Attainment
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives
Self-efficacy of College Intermediate French Students
| Unique citing works | 11 |
|---|---|
| Citations per year | 11 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |