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Education·G Space·Evidence-backed gain·Published 2026-07-13

Exploring GenAI affordance in EFL continuation task instruction for developing Chinese high school students’ writing complexity, accuracy and fluency

Abstract: Abstract The role of generative artificial intelligence (GenAI) affordance in specific task teaching, particularly the continuation writing task, remains insufficiently theorized and empirically underexplored. To bridge this research gap, a repeated-measures intervention study was conducted within the framework of Dynamic Systems Theory (DST) to investigate the implementation of GenAI-assisted continuation task instruction and its associations with the development of English as a Foreign Language (EFL) students’…

TRV-2026-0159Peer-reviewedPermanent record — cite & verify
Exploring GenAI affordance in EFL continuation task instruction for developing Chinese high school students’ writing complexity, accuracy and fluency

"YU HWANG WU Korean language classroom" by Yu Hwang-Wu Korean language lecturer is licensed under CC BY-SA 2.0. To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/2.0/.

The quick read

In a 9-week repeated-measures study, 25 Chinese high school EFL students completed five continuation writing tasks at two-week intervals while receiving GenAI-assisted instruction, producing 125 samples analyzed with generalized estimating equation analysis under Dynamic Systems Theory.

The documented time effect and three-phase, nonlinear CAF patterns suggest GenAI affordance may shape L2 writing development in this task type, but the small, single-context sample and short duration leave open whether effects persist, transfer to other tasks, or generalize beyond these learners.

Main points
  • Repeated-measures intervention study framed by Dynamic Systems Theory (DST).
  • 25 Chinese EFL high school students over 9 weeks with five measurement points at two-week intervals.
  • 125 writing samples analyzed via generalized estimating equation (GEE) analysis.
  • Nonlinear progressions of complexity, accuracy, and fluency exhibited distinct patterns under GenAI-mediated instruction.
Gain

Chinese high school EFL students showed a significant time effect and three-phase trajectory in writing complexity, accuracy and fluency during GenAI-assisted continuation task instruction.

The rundown

The study implemented five continuation writing tasks at two-week intervals over nine weeks, collecting 125 samples from 25 participants and analyzing them with GEE to identify model effects within a DST framework.

Results reported a significant main effect of Time and distinct nonlinear trajectories for complexity, accuracy and fluency, which the authors interpret as patterns observable under GenAI-assisted instruction.

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