This study empirically examined the longitudinal effects of Human-in-the-Loop (HITL)-based university writing instruction across three semesters, drawing on 634 reflective journals, tutoring recordings, and achievement scores from students at University A. Using a mixed methods approach, the findings showed that learners' AI utilization progressively shifted from the planning stage toward content organization and revision across all semesters. Tutor feedback was categorized into corrective-directive and facilitative-questioning types, both of which promoted critical engagement with AI-generated content. Writing achievement improved significantly across midterm and final assignments, and learners reported transfer of acquired competencies to other academic and professional contexts. These results demonstrate that HITL-based writing education can reshape AI utilization strategies while fostering writing competency and learning transfer, offering practical implications for writing curriculum design in the era of generative AI.
Kim et al. (Thu,) studied this question.