The Impact of AI-Based Group Dynamic Assessment on L2 Writing Proficiency

The development of (G)DA and AI technologies, including AI chatbots, has a substantial impact on EFL learners’ writing skills in EFL writing instruction. Previous studies have shown that dialogic interactions in graduated mediation (G)DA enhance learners’ engagement and motivation, assist them in internalization and self-regulation, and promote L2 writing abilities. However, the feedback generated by AI chatbots with human-generated mediation in group dynamic assessment (GDA) on EFL writing proficiency has been unexplored. This exploratory study examines the implementation and effects of integrating AI-generated feedback with human-generated mediation in group dynamic assessment (GDA) on EFL writing proficiency. The participants were 45 upper-intermediate female EFL learners randomly assigned into three groups: one receiving teacher-mediated AI-based GDA (N = 15), one receiving teacher-mediated GDA (N = 15), and a control group in conventional writing classes. The t-test results revealed that learners in the AI-based GDA group performed better on the post-test after completing the 12 intervention sessions over six weeks. ANOVA results showed significant differences among the three groups in their post-test scores, which indicated the outperformance of the AI-based GDA group. Further, in response to the interview, the AI-based GDA group admitted that their L2 writing abilities improved due to gaining autonomy, increasing motivation, and enhancing collaboration during the intervention. The findings suggest using AI chatbots like ChatGPT and human mediation as technological dynamic assessment mediators to enhance L2 writing proficiency. Integrating AI and DA seems promising in extending EFL practices by providing individualised fine-tuned feedback and broadening EFL learners’ self-regulatory practices.