OICC Press Journal of Education Experiences 3060-6535 9 1 2026 06 30 Investigating the Impact of AI-Assisted Learning-Oriented Assessment on the Development of Academic Writing Skills Among Iranian EFL Learners: A Mixed Methods Survey 10.57647/jee.2026.0901.05 EN Hassan Alizadeh Mahmoud Alilo Department of English Language, Ta.C., Islamic Azad University, Tabriz, Iran Yasaman Behravesh Department of English Language, Ta.C., Islamic Azad University, Tabriz, Iran Shahla Shahitat Department of English Language and Literature, Institute for Higher Education, ACECR, Khouzestan, Iran Journal Article 2026 06 30 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.