/// By following this detailed data collection procedure, the study aimed to thoroughly compare the efects of AI-assisted language assessment versus traditional paper-format assessment on key afective and performance-related factors in language learning. Tis approach ensured a robust analysis, capturing both the emotional and cognitive dimensions of the participants’ learning experiences.
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/// Te AI-assisted assessments were designed to provide real-time feedback using an automated grading system that evaluated grammar, vocabulary, coherence, and writing quality. Learners received immediate corrective suggestions and alternative phrasing options through the AI tool, enabling them to revise their responses iteratively. In contrast, the paper-based assessments followed a traditional format where learners submitted written responses, which the instructor manually graded. Tis format lacked the immediate feedback feature of the AI-assisted system, relying instead on post-assessment evaluations provided days later. Both assessment types aimed to measure participants’ writing performance but differed in delivery and feedback mechanisms. Tis design allowed for a comparative analysis of the impacts of AI-assisted versus traditional assessments on learners’ anxiety, attitudes, motivation, and writing performance. After the 8-week treatment period, both groups completed the narrative frames again to capture any changes in FLA, learning attitudes, and motivation. Participants also retook the TOEFL iBT writing section to assess changes in their writing performance. Te qualitative data from the narrative frames were analyzed to identify changes within and between the groups, while the quantitative data from the TOEFL iBT writing assessments were statistically analyzed to determine signifcant diferences in writing performance between the experimental and control groups
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/// The AI-assisted assessments were administered through an AI-powered platform tailored to language learning. Te platform provided automated, real-time feedback on various aspects of language use, including grammar, vocabulary, coherence, and organization in writing tasks. Te assessments were interactive and adaptive, with questions adjusting in difculty based on the learner’s responses. Te AI system also ofered personalized feedback and suggestions for improvement, making the assessment process more engaging and supportive for learners. Conversely, the paper-based assessments followed a traditional format, where participants answered questions on printed sheets without any technological aid. Te tests were designed to be equivalent in content and difculty to the AI-assisted assessments. Tey included a series of writing prompts and comprehension questions to evaluate the same language skills. Responses were manually assessed by a language instructor, providing feedback similar in scope but lacking the immediacy and personalization of the AI system.
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/// In contrast, participants in the control group completed their writing assignments on paper, which were collected weekly and graded by their instructor. Written feedback from the instructor covered the same aspects as the AI tool: organization, coherence, grammar, and vocabulary. Weekly feedback sessions, lasting 1 h each, were held to discuss assignments and provide additional guidance, mirroring the time commitment of the experimental group. Participants in the control group also used narrative frames to document their refections on anxiety, learning attitudes, and motivation during the treatment phase. To further detail, the AI-assisted and paper-based assessments were carefully designed to ensure consistency in evaluating the participants’ language abilities while ofering different delivery modes.
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