The Effects of AI-Supported Metacognitive Strategy Instruction on the Writing Performance of Non-English Majors
DOI:
https://doi.org/10.54855/ijaile.25237Keywords:
ChatGPT, AI-supported metacognitive strategy instruction, writing performanceAbstract
Since the rise of Artificial Intelligence (AI), its role in language teaching has sparked ongoing debate. This research investigates whether AI-supported metacognitive strategy instruction can enhance students’ writing performance, given that the connection between AI use and metacognitive strategies has been little discussed and that non–English majors have been well in research on AI in writing classes. The study employed a quasi-experimental design involving 79 students: the experimental group received instruction in an AI-supported metacognitive strategy using ChatGPT, and the control group was taught using a teacher-led approach. Both groups took a pre-test and a post-test to assess their writing performance, and the results were analyzed using Paired- and independent-samples t-tests. Semi-structured interviews with 10 participants were conducted concurrently to analyze students’ experiences with AI-assisted learning. The final findings reflect a positive influence of AI on students' writing performance, while also highlighting some concerns about AI’s reliability and potential misuse.
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