Findings indicate patterns consistent with cross-linguistic transfer of AI writing strategies in this exploratory sample, highlighting AI’s potential to foster metacognitive awareness and cross-linguistic strategy development in multilingual writing.
This study explores how multilingual 9th-grade students use generative AI as a writing assistant in German (L1/L2) and English (FL) writing contexts by focusing on strategy use, cross-linguistic transfer, and proficiency-related variation. Drawing on a mixed-methods design that combines qualitative and quantitative dat...
: This study examines how AI large language models (LLMs) affect second language (L2) writing development from a second language acquisition (SLA) perspective. Drawing on the Input, Noticing, Interaction, and Output Hypotheses and Sociocultural Theory, it investigates whether LLM-mediated instruction supports accuracy,...
Hong-Xia Li, Xin Tuo· International Journal of New...· 0 citations
It is argued that the thoughtful integration of AI feedback with teacher feedback, grounded in pedagogical principles and human judgment, can significantly enhance L2 writing instruction.
O. Jamoom, Saaid Ali Omar· Comprehensive Journal of Sci...· 0 citations
This study examines linguistic interference from Spanish to French in the written productions of fifth-semester students enrolled in the Foreign Languages Program at the University of Cartagena. The research aimed to identify and categorize the most common instances of cross-linguistic influence present in learners' wr...
Gabriel Sabatini Tamayo, Liz Chaireth De Avila Pacheco, Camilo Andrés Camilo Andrés· International Journal of Lan...· 0 citations
Recent research on third or additional language (L3) acquisition highlights unique phenomena beyond second language acquisition. This study examines receptive aural competence in early morpho-syntactic structures among primary school L3 English learners in a bilingual (Italian-German) area of Italy from teachers’ and P...
Helen Forsyth· Journal of the European Seco...· 0 citations
This study evaluated the pedagogical and affective impact of incorporating artificial intelligence (AI)-generated contextualized stories into dictation activities for secondary English as a Foreign Language (EFL) learners. Traditional dictation exercises often use static, decontextualized texts that lead to learner mon...
Marcos Saltos Mendoza, Eder Intriago Palacios· LATAM Revista Latinoamerican...· 0 citations
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