aceArgument-First Versus Language-First Generative AI Feedback in Chinese EFL Argumentative Writing: A Randomized Study
This eight-week randomized study examined how the order of generative artificial intelligence (GenAI) feedback shaped revision and near-term independent writing among 132 Chinese English-as-a-foreign-language (EFL) undergraduates. Students received argument-first (AF; n = 67) or language-first (LF; n = 65) feedback; 64 pairs underwent within-class, within-pair randomization, and four unmatched students were randomized within class. Both modules were independently generated from each initial draft (D0) and locked…
Among 132 Chinese EFL undergraduates, receiving generative AI feedback on argument first produced larger gains in argumentation and overall essay quality than language-first feedback.
Module type was structurally tied to release stage, so stage-specific contrasts reflect sequence-by-stage configurations rather than isolated content or order effects, and overall transfer was inconsistent.
Evidence
- Peer-reviewedEnglish Language Teaching2026-10-22
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Truvace Impact Record TRV-2026-2158, v1: “Argument-First Versus Language-First Generative AI Feedback in Chinese EFL Argumentative Writing: A Randomized Study.” Truvace, 2026-10-22. /record/TRV-2026-2158 (accessed at citation time). sha256 d5db5b8dacf6442d…
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