earticle

영어

This study is to investigate the effects of AI-driven feedback generated by My Access on EFL college students’ academic writing performance and student writing assessment literacy (SWAL). Adopting a mixed-methods research design with a quasi-experimental quantitative strand and a complementary qualitative strand, this study addressed four research questions concerning between-group differences in writing performance, within-group writing improvement, between-group differences in SWAL, and students’ perceptions of AI-driven feedback. Participants were fifty-three first-year vocational students assigned to either an experimental group (AI-driven feedback) or a control group (teacher feedback). They also completed different writing tasks and revised drafts across feedback cycles. Quantitative analyses examined pre- and post-test writing performance across six traits and SWAL across four dimensions. Results indicated there was no significant difference between the groups after testing, whereas the experimental group showed significant in-group improvement. MANCOVA revealed a statistically significant group effect in favor of the experimental group for SWAL, where stronger behavioral engagement was found to be more pronounced, and marginal gains were observed regarding assessment literacy. Qualitative data further indicated greater self-awareness, revision, and metacognitive engagement, but with caution regarding the utility of feedback. Overall, the findings indicate AI-driven feedback improves engagement and assessment literacy in EFL writing.

중국어

本研究探討人工智慧寫作評分系統 My Access 所提供之 AI 回饋對大學生英文寫作表現與寫作評量素養（SWAL）的影響。本研究採混合方法研究（MMR）之準實驗設計，並聚焦於四項研究問題：（1）AI 與教師回饋在寫作表現上的組間差異、（2）兩組學生在組內寫作進步情形、（3）兩種回饋在 SWAL 上的組間差異、（4）學生對 AI 回饋在寫作發展與評量素養之影響的感受。本研究招募 53 位具高職背景的大一學生，分為 AI 回饋實驗組與教師回饋控制組。學生完成三種類型的寫作並依回饋修訂。量化前後測評量六項寫作構面與 SWAL 四構面。研究結果顯示兩組在整體寫作表現上無顯著差異，但實驗組呈現顯著組內進步。MANCOVA 指出 SWAL 存在顯著組別效果，實驗組在行為構面優於控制組，知識構面則呈邊緣顯著。質性反思顯示學生感受到自我覺察、寫作知識與後設認知投入的提升，但對 AI 準確性仍持有不同態度。整體而言，AI 回饋有助提升學生之學習投入與寫作評量素養。