Abstract
As innovative artificial intelligence (AI) platforms continue to demonstrate their effectiveness in mediating learners’ language learning, further exploration is necessary to realise how AI contributes to English language learners’ writing skills development. Following Vygotskian social constructivist theory of learning, we employed a qualitative research design to explore the impact of AI-enhanced writing mediation on English as a foreign language (EFL) learners’ academic writing skills. Fourteen EFL learners, preparing for the IELTS examination, actively participated in interactive writing activities utilising ChatGPT, regarded as an AI platform, wherein they received implicit and explicit writing mediation to develop their academic writing skills. By tracking the microgenetic development of the learners, conducting observations of their interactive writing activities with the AI platform, and keeping a reflexive journal, the findings corroborated that the AI platform’s writing mediation substantially contributed to the learners’ academic writing skills development. Employing follow-up think-aloud interviews, the learners also highlighted their positive attitudes and perceptions towards the role of AI-enhanced writing mediation in developing their academic writing skills. The study provides pedagogical and practical implications for developing AI-enhanced writing mediation for EFL learners.
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