L'impact des assistants alimentés par l'IA et du feedback correctif automatisé à l'écrit sur l'engagement des apprenants en production écrite

Résumé

The current research aims to uncover the role of AI-powered Assistants and Automated Writing Corrective Feedback (AWCF) in fostering EFL learners’ engagement in writing. Large Language Models (LLMs) have increased learners’ performance in writing by offering unprecedented support including generating ideas and providing corrective feedback. It is hypothesized that AI assistants and Automated Writing Corrective Feedback increase learners’ writing engagement. To test the hypothesis, this research was conducted through the quantitative descriptive method by administering a five-point Likert scale questionnaire to 150 third-year students enrolled in the Department of English at 8 May 1945 University-Guelma (Algeria). The results revealed that AI-powered assistants have substantially raised  learners’ engagement in writing. However, there is a potential risk of overreliance on AI applications, which threatens academic integrity and undermines learners’ critical thinking and creativity.