RIDILCA
Volume 3, Numéro 2, Pages 20-29
2024-12-31

Teacher-assisted Generative Ai Integration In Efl Writing Instruction: An Exploratory Action Research Study On Feedback And Assessment



Authors : Sahli Naima . Boughena Khaldia .

Abstract

Generative Artificial Intelligence (GAI) has an increasing impact on higher education, particularly in the writing classroom since the proliferation of GAI tools and their omnipresent use in writing has brought it into sharp focus. However, other dynamics of its use by teachers have not yet been fully unveiled. This study examines novice teachers’ collaboration with AI in order to assess the students’ written tasks, particularly investigating the types and the quality of the provided feedback. This study followed an exploratory action research design, and it involved 23 first year bachelor students and 2 teachers of written comprehension and production. The design relied on asking the students to write paragraph outlines during three stages of drafting, and the teachers identified areas of strengths and weaknesses, then insert the prompt to Gemini AI in order to highlight other aspects worth of addressing at the stages of brainstorming, outlining and revising the outline. At every stage, the students were provided with feedback to refine their writing. The results indicate that teachers’ collaboration with Gemini AI highlights new dimensions in assessing the students’ writing via the provision of timely feedback and making learning visible; in addition, reliance on Gemini contributes to personalized, differentiated learning opportunities thanks to feedback immediacy, descriptive feedback and feedforward at the level of generating ideas, language proficiency, context and tone

Keywords

Generative Artificial Intelligence, writing skill, assessment, feedback, exploratory action research

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