دانشگاه تبریز
فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

 آمار

تعداد نشریات45
تعداد شماره‌ها1,370
تعداد مقالات16,844
تعداد مشاهده مقاله54,231,992
تعداد دریافت فایل اصل مقاله16,943,571
Banisharif Dehkordi, Mohsen, Riahipour, Parisa, Rahimi Esfahani, Fariba. (1404). Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2025.66090.2760
Mohsen Banisharif Dehkordi; Parisa Riahipour; Fariba Rahimi Esfahani. "Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22034/elt.2025.66090.2760
Banisharif Dehkordi, Mohsen, Riahipour, Parisa, Rahimi Esfahani, Fariba. (1404). 'Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2025.66090.2760
Banisharif Dehkordi, Mohsen, Riahipour, Parisa, Rahimi Esfahani, Fariba. Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22034/elt.2025.66090.2760

Effects of AI-Driven Written Direct and Indirect Feedback on Iranian Intermediate EFL Learners' Writing Complexity

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 10 اردیبهشت 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2025.66090.2760
نویسندگان
Mohsen Banisharif Dehkordi؛ Parisa Riahipour* ؛ Fariba Rahimi Esfahani
Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
چکیده
This study examined the impact of AI-driven feedback on the writing complexity of Iranian intermediate EFL learners using a quasi-experimental design. Through convenience sampling, 100 participants (male and female, aged 18-25) from two language institutes in Tehran were divided into four groups: two experimental groups receiving direct and indirect feedback from AI ChatGPT, and two control groups receiving the same feedback types from their teacher. Participants completed a pre-test, ten writing tasks over 14 weeks, and a post-test. Results, analyzed via descriptive statistics and one-way ANOVA, indicated notable improvements in writing complexity across all groups. The AI direct feedback group showed the highest improvement, with a mean difference of 5.24 (p < 0.05), followed by the teacher direct feedback group, which also demonstrated significant gains. The AI indirect feedback group exhibited moderate progress, while the teacher indirect feedback group showed the least improvement. Analysis of syntactic measures revealed that AI feedback, particularly direct feedback, effectively enhanced sentence structures and encouraged the use of more sophisticated vocabulary. These findings highlight AI-driven feedback’s potential to enhance EFL learners’ writing complexity, with direct feedback yielding the greatest benefits.
کلیدواژه‌ها
AI-driven feedback؛ Writing complexity؛ Direct feedback؛ Indirect feedback؛ Syntactic measures
آمار
تعداد مشاهده مقاله: 74


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب