Digital Mediation: EFL Writers’ Reflections on Dynamic Assessment Through Generative AI Tools
European Conference on Technology Enhanced Learning, Valencia, İspanya, 14 - 18 Eylül 2026, cilt.16906, ss.167-172, (Tam Metin Bildiri)
- Yayın Türü: Bildiri / Tam Metin Bildiri
- Cilt numarası: 16906
- Doi Numarası: 10.1007/978-3-032-37982-5_27
- Basıldığı Şehir: Valencia
- Basıldığı Ülke: İspanya
- Sayfa Sayıları: ss.167-172
- Erzincan Binali Yıldırım Üniversitesi Adresli: Evet
Özet
Personalized and adaptive feedback has become increasingly important in writing because of learners’ diverse strengths and weaknesses. Dynamic Assessment (DA), a learning-oriented assessment approach that merges assessment with instruction in collaborative interaction between teachers and learners, highlights the importance of addressing learners’ unique differences in the learning process. However, its iterative and systematic nature often presents challenges for teachers and might warrant blending DA with technology. Within that nature, generative artificial intelligence (GenAI) tools may help address these challenges, yet research combining DA and GenAI in writing, particularly examining users’ perspectives and reflections, remains scarce. In this regard, this qualitative case study aims to examine the reflections of EFL (English as a Foreign Language) writers on integrating DA principles with a GenAI tool (ChatGPT 4). The data were collected through user reflections and were thematically analyzed. The preliminary findings reveal both benefits (increased confidence in writing, self-editing, increased motivation) and challenges (complex suggestions, repetitive questioning) in employing ChatGPT-4 as a DA provider, offering insights for L2 writing teachers and language testers seeking to integrate learning-oriented assessment with GenAI support.