Artificial intelligence vs. instructor supported AI: teaching second language writing via “Write&Improve”

This study aims to examine the effect of using the teacher-supported Write&Improve system on students’ writing success, learning responsibilities, achievement emotions, teacher-student interaction, and English writing self-efficacy beliefs. An 8-week study was carried out, and a sequential explanatory research design was used. To obtain quantitative data, a pretest-posttest design with a control group was used. In addition, semi-structured interviews were held at the end of the study. As a result of the study, a statistically significant increase was found in the experiment group's learning responsibilities, English writing success, English writing self-efficacy beliefs, positive achievement emotions towards learning, and interactions with their teachers, compared to the control group. The qualitative data also supports this finding. It was revealed that although the feedback was obtained through artificial intelligence, students’ management of their learning processes couldn't be ensured. Over time, students lost interest in their studies, neglected their responsibilities, and failed to achieve the desired efficiency. It has been revealed that teacher-student interaction is the key factor behind the learning process, affecting the students’ value and control perceptions, self-efficacy beliefs and positive emotions. The interactions enhance the student's responsible behaviours and all these wholistically had a positive role in writing success.