Artificial Intelligence in EFL Writing Enhancement: A Study on Chatbot Feedback and Learner Autonomy

Nan Yang, Ning Gao and Tengda Zhang
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Nan Yang: Baotou Teacher's College, China
Ning Gao: Baotou Medical College, China
Tengda Zhang: Baotou Medical College, China

International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 2025, vol. 20, issue 1, 1-40

Abstract: Writing is a challenging aspect of second language acquisition, especially among English as a Foreign Language learners. This paper examines an online AI chatbot application that offers learners context-sensitive feedback on writing tasks, making it a valuable component of scalable online learning environments that promote learner autonomy. A transformer-based NLP system, using essays of the International Corpus of Learner English (ICLE), produced context-based and multi-layered feedback on grammar, vocabulary, and discourse-level characteristics. Changes in lexical diversity (MTLD), syntactic complexity (C/T), and cohesion were measured using a model of a simulated revision task. Findings indicated significant language gains and increased self-reliance among high-level learners through self-directed revisions. The results suggest the potential of chatbots as writing partners in blended and asynchronous learning settings. The following trends are anticipated for the future: classroom testing, provision of assistance to lower-level students, and hybrid AI-teacher feedback systems.

Date: 2025
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