An ongoing study is presented proposing the chatbot prompt verb–intent–engagement goal model for interpreting chatbot prompt in LLM-assisted writing, a theoretically interpretable and scalable framework for evaluating how students think and reason in AIED environments.
This study aims to investigate EFL students’ engagement in GenAI-based collaborative inquiry for developing critical thinking in argumentative writing. It employed a descriptive qualitative research design that involved 14 third-semester undergraduate students from the English Education Study Program at STIT Miftahul M...
Angella Novitaningrum, Pipit Ertika Daristin· Wiralodra English Journal· 0 citations
It is suggested that cognitive processes can provide a promising basis for support selection in proactive writing systems and is hypothesized that Flower and Hayes' cognitive process theory of writing offers an interpretable bridge between observable writing behavior and appropriate support types.
Masahiro Yoshida, Atsuya Kobayashi, Kei Tateno et al.· 0 citations
Academic and professional writing remains a significant challenge for English Language Teaching (ELT) students, particularly in managing grammatical accuracy and organizing ideas effectively. Recent discussions in language education emphasize the importance of deeper learning approaches that support students’ cognitive...
Generative struggle is conceptualized as an integrative construct that synthesizes five established cognitive traditions to explain learning under AI-mediated conditions, suggesting that excessive reliance on algorithmic efficiency may erode cognitive engagement by bypassing the generative struggle central to language...
Soumi Sarkar, I. C. Brandão· Review of Artificial Intelli...· 0 citations
AI writing tools like ChatGPT, QuillBot, and Grammarly have reshaped university writing workflows. Controlled studies show gains in grammatical accuracy, student engagement, and self-efficacy, but none of the intervention studies retained in this review directly measured critical thinking or other higher-order outcomes...
Omar Elharrouss, Yasir Mahmood, Mohammad Naouss et al.· Education sciences· 0 citations
The effects of AI-supported writing instruction on tertiary-level EFL students’ language classroom engagement (LCE) and writing achievement and Qualitative findings indicated increased self-confidence and self-reflection.
N. Erdemir, Hazal Tekeli, İdil Sayın· Journal of Computer and Educ...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
