10.57647/jee.2026.0901.05

Investigating the Impact of AI-Assisted Learning-Oriented Assessment on the Development of Academic Writing Skills Among Iranian EFL Learners: A Mixed Methods Survey

PDF
  • Hassan Alizadeh Mahmoud Alilo*1,
  • Yasaman Behravesh1,
  • Shahla Shahitat2,
  1. Department of English Language, Ta.C., Islamic Azad University, Tabriz, Iran
  2. Department of English Language and Literature, Institute for Higher Education, ACECR, Khouzestan, Iran

Published in Issue 2026-06-30

Copyright (c) 2026 Hassan Alizadeh Mahmoud Alilo, Yasaman Behravesh, Shahla Shahitat (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Alizadeh Mahmoud Alilo, H., Behravesh, Y., & Shahitat, S. (2026). Investigating the Impact of AI-Assisted Learning-Oriented Assessment on the Development of Academic Writing Skills Among Iranian EFL Learners: A Mixed Methods Survey. Journal of Education Experiences, 9(1). https://doi.org/10.57647/jee.2026.0901.05
Crossref
Scopus
Google Scholar
Europe PMC

PDF views: 30

Abstract

This mixed-methods study investigated the impact of AI-assisted learning-oriented assessment (AI-LOA) on the academic writing skills of Iranian EFL learners. Using a quasi-experimental design, the study compared AI-LOA, teacher-assisted LOA (T-LOA), and traditional instruction across three groups: two experimental (AI-LOA and T-LOA) and one control group. Participants were 60 lower-intermediate EFL learners (aged 15–24) from two institutes in Tabriz, Iran. The English proficiency of participants, who were native speakers of Azari, was measured using the Oxford Placement Test. They completed pre- and post-tests assessed using analytic rubrics and engaged in semi-structured interviews throughout the eight-session intervention. While the experimental groups underwent instruction through LOA, AI- and teacher-mediated, the control group received traditional instruction. Statistical analysis revealed that both experimental groups demonstrated significantly better academic writing performance than the control group, with no significant difference between the AI-LOA and T-LOA conditions. Thematic analysis of interview data identified that AI feedback enhanced learners' independence, motivation, and revision habits, while participants expressed concerns regarding trust in AI responses and potential ethical issues. The findings suggest that structured AI integration within LOA frameworks can be as effective as traditional teacher feedback while encouraging greater learner autonomy. These results have important implications for EFL writing instruction, highlighting the need for guided AI implementation, digital literacy training, and clear ethical guidelines when incorporating AI tools in assessment practices.

Keywords

  • Academic Writing,
  • Artificial Intelligence,
  • EFL Learners,
  • Learning-Oriented Assessment
PDF

References

  1. Al-Abbas, H. U. A. I., Halim, H. H., & Nurjati, N. N. (2023). Harnessing the use of artificial intelligence in language assessment: A systematic comprehensive review. Tell-Us Journal, 9(3), 723–745. http://dx.doi.org/10.22202/tus.2023.v9i3.7366
  2. Aliakbari, M., Barzan, P., & Maadikhah, M. M. (2025). Privacy issues in online learning: A review of literature and suggestions for further research. Language, Identity and the Digital Realm, 1(1), 1–17. https://doi.org/10.22034/lidr.2025.722877
  3. Anggraeni, C. W., Mujiyanto, J., Rustipa, K., & Widhiyanto. (2025). Effects of utilizing self-regulated learning-based instruction on EFL students’ academic writing skills: A mixed-method investigation. Asian-Pacific Journal of Second and Foreign Language Education, 10(1), 1–15. https://doi.org/10.1186/s40862-024-00317-6
  4. Asaad, H. Q. M., & Shabdin, A. A. (2021). The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing. Eurasian Journal of Applied Linguistics, 7(1), 24–44. https://doi.org/10.32601/ejal.911149
  5. Biju, N., Abdelrasheed, N. S. G., Bakiyeva, K., Prasad, K. D. V., & Jember, B. (2024). Which one? AI-assisted language assessment or paper format: An exploration of the impacts on foreign language anxiety, learning attitudes, motivation, and writing performance. Language Testing in Asia, 14(1), 1–45. https://doi.org/10.1186/s40468-024-00322-z
  6. Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education,22(2), 151–167.
  7. https://doi.org/10.1080/713695728
  8. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  9. Carless, D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57–66. https://doi.org/10.1 080/14703290601081332
  10. Chen, T. J. (2023). ChatGPT and other artificial intelligence applications speed up scientific writing. J. Chin. Med. Assoc, 86(1), 351–353. https://doi.org/10.1097/JCMA.0000000000000900
  11. Creswell, J. W., & Creswell, J. D. (2005). Mixed methods research: Developments, debates, and dilemmas. Research in Organizations: Foundations and Methods of Inquiry, 2(1), 315–326.
  12. Creswell, J. W., Clark, V. L. P., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed. Handbook of Mixed Methods in Social & Behavioral Research, 209(1), 209–240.
  13. Dave, A. (2004). Oxford placement test 2: Test pack. Oxford University Press.
  14. Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research. Routledge.
  15. Er, H. K., & Farhady, H. (2023). The effects of learning-oriented assessment on academic writing. International Journal of Assessment Tools in Education, 10(2), 197–217. https://doi.org/10.21449/ijate.1222410
  16. Esfandiari, R., Meihami, H., & Jahani, F. (2022). Exploring Iranian postgraduate EFL students' academic writing experiences and expectations: A dynamic narrative approach. Tesl-Ej, 25(4), 14–29.
  17. Estaji, M., & Safari, F. (2023). Learning-oriented assessment and its effects on the perceptions and argumentative writing performance of impulsive vs. reflective learners. Language Testing in Asia, 13(1), 1–31. https://doi.org/10.1186/s40468-023-00248-y
  18. Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024).
  19. A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474. https://doi.org/10.1080/14703297.2023.2195846
  20. Geranpayeh, A. (2003). A quick review of the English Quick Placement Test. Research Notes, 12(3), 8–10.
  21. Ghaneiarani, S., Alavi, S. M., & Kaivanpanah, S. (2024). Enhancing the writing ability of Iranian EFL learners through learning-oriented assessment: Peer and teacher feedback implementation. Language Testing in Asia, 14(1), 1–39. https://doi.org/10.1186/s40468-024-00298-w
  22. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of Qualitative Research, 2(105), 163–194.
  23. Hsiao, J. C., & Chang, J. S. (2023). Enhancing EFL reading and writing through AI-powered tools: design, implementation, and evaluation of an online course. Interact. Learn. Environ, 16(1), 1–15. https://doi.org/10.1080/10494820.2023.2212716
  24. Hwang, W. Y., Nurtantyana, R., Purba, S. W. D., Hariyanti, U., Indrihapsari, Y., and Surjono, H. D. (2023). AI and recognition technologies to facilitate English as a foreign language writing for supporting personalization and contextualization in authentic contexts. J. Educ. Comput. Res., 61(1), 1008–1035. https://doi.org/10.1177/07356331221137253
  25. Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399
  26. Jacobs, H.L., Zingraf, S.A., Wormuth, D.R., Hartfiel, V.F., and Hughey, J.B. (1981). Testing ESL composition. Newbury House Publishers.
  27. Jafarnia, A., Hariri, H., & Parvizi, G. R. (2023). Unlocking the potential: Exploring the multifaceted impact of artificial intelligence integration in language learning. Language Education and Technology, 3(2), 23–47.
  28. Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., ... & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103(1), 102–124. https://doi.org/10.1016/j.lindif.2023.102274
  29. Kohnke, L., & Zou, D. (2025). The role of ChatGPT in enhancing English teaching: A paradigm shift in lesson planning and instructional practices. Educational Technology & Society, 28(3), 4–20. https://doi.org/10.30191/ETS.202507_28(3).SP02
  30. Kovalenko, I., & Baranivska, N. (2024). Integrating artificial intelligence in English language teaching: Exploring the potential and challenges of AI tools in enhancing language learning outcomes and personalized education. Європейські соціо-правові та гуманітарні студії, 4(1), 86–95. https://doi.org/10.61345/2734-8873.2024.1.9
  31. Lee, I. (2019). Classroom writing assessment and feedback in L2 school contexts. Springer Singapore.
  32. Liu, C., Hou, J., Tu, Y. F., Wang, Y., and Hwang, G. J. (2021). Incorporating a reflective thinking-promoting mechanism into artificial intelligence-supported English writing environments. Interact. Learn. Environ., 31(2), 3340–3359. https://doi.org/10.1080/10494820.2021.1927115
  33. Loncar, M., Schams, W., and Liang, J. S. (2023). Multiple technologies, multiple sources: Trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019. Comput. Assist. Lang. Learn., 36(1), 722–784. https://doi.org/10.1080/09588221.2021.1943452
  34. Long, D. R., Strauss, A., & Corbin, J. (1993). Basics of qualitative research: Grounded theory procedures and techniques. The Modern Language Journal, 77(2), 221–235. https://doi.org/10.2307/328955
  35. Mallahi, O. (2024). Exploring the status of argumentative essay writing strategies and problems of Iranian EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 1–19. https://doi.org/10.1186/s40862-023-00241-1
  36. Mudawy, A. M. A. & Mousa, A. A. E. (2017). Academic writing among Saudi university students: problems and solutions. International Journal of Science and Research (IJSR), 6(5), 1–4.
  37. Pineteh, E. A. (2014). The academic writing challenges of undergraduate students: A South African case study. International Journal of Higher Education, 3(1), 12–22. http://dx.doi.org/10.5430/ijhe.v3n1p12 Rostampour, M., & Akbarpour, L. (2025). Investigating the impact of mobile-assisted metalinguistic corrective feedback on Iranian EFL learners’ grammar proficiency: A mixed-methods approach. Journal of Education Experiences, 8(2), 215-239. https://doi.org/10.71922/jee.2025.1219901
  38. Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., ... & Jinks, C. (2018). Saturation in qualitative research: Exploring its conceptualization and operationalization. Quality & Quantity, 52(1), 1893–1907. https://doi.org/10.1007/s11135-017-0574-8
  39. Sharifzadeh, E., Tayyebi, G., & Akbarpour, L. (2025). AI vs. human feedback in EFL writing: Iranian learners’ perceptions. Journal of Education Experiences, 8(2), 75-109. https://doi.org/10.71922/jee.2025.1209120
  40. Singh, M. K. M. (2019). Academic reading and writing challenges among international EFL master’s students in a Malaysian University: The voice of lecturers. Journal of International Students, 9(4), 972–992. https://doi.org/10.32674/jis.v9i3.934
  41. Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14(1), 126–143. https://doi.org/10.3389/fpsyg.2023.1260843
  42. Stiggings, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324–328. https://doi.org/10.1177/003172170508700414
  43. Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20–27. https://doi.org/10.1080/00405840802577569
  44. Uyar, A. C., & Büyükahıska, D. (2025). Artificial intelligence as an automated essay scoring tool: A focus on ChatGPT. International Journal of Assessment Tools in Education, 12(1), 20–32. https://doi.org/10.21449/ijate.1517994
  45. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  46. William, D., & Thompson, M. (2007). Integrating assessment with learning: what will it take to make it work? In: Dwyer, CA, (ed.) The Future of Assessment: Shaping Teaching and Learning. (pp. 53–82). Lawrence Erlbaum Associates.
  47. Wang, J. (2024). An empirical study on continuation writing in senior high school under the assessment and feedback of ChatGPT. Journal of Theory and Practice of Contemporary Education, 4(05), 7–22. https://doi.org/10.53469/jtpce.2024.04(05).02
  48. Zeng, W., Huang, F., Yu, L., & Chen, S. (2018). Towards a learning-oriented assessment to improve students’ learning: A critical review of literature. Educational Assessment Evaluation and Accountability, 30(1), 211–250. https://doi.org/10.1007/s11092-018-9281-9
  49. Zhang, R., and Zou, D. (2023). A review of research on technology-enhanced peer feedback for second language writing based on the activity theory framework. Educ. Inf. Technol., 28(1), 6727–6753. https://doi.org/10.1007/s10639-022-11469-8
  50. Zhao, X. (2022). Leveraging artificial intelligence (AI) technology for English writing: Introducing Wordtune as a digital writing assistant for EFL writers. RELC J, 89(1), 10–40. https://doi.org/10.1177/00336882221094089
  51. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Practice, 41(1), 64–70. https://doi.org/10.1207/s15430421tip4102_2