Crafting with AI: personalized pathways to boost critical language awareness and spark creativity in writing through digital adaptive learning

• Shafiee Rad, Hanieh ^[1] ; Alipour, Javad ^[1] ; Jafarpour, Aliakbar ^[1] ; Hashemian, Mahmood ^[1]
  1. [1] Shahrekord University

     Shahrekord University

     Irán

     
• Localización: Language awareness, ISSN 0965-8416, Vol. 35, Nº. 1, 2026, págs. 41-67
• Idioma: inglés
• DOI: 10.1080/09658416.2024.2431071
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study employed an embedded correlational mixed-method approach to examine the effectiveness of automated writing application equipped with adaptive learning (AL) strategy in enhancing the writing skills, critical language awareness (CLA), and creativity of L2 learners. The study included 80 intermediate-level participants who were randomly assigned to either an experimental group (using an AL application) or a control group (using a technology-enhanced non-AL application). Data were gathered through writing tasks, CLA and creativity questionnaires, and semistructured interviews. Quantitative data revealed that using AL strategy significantly improved writing outcomes compared to non-AL application. AL strategy offered individualized instruction, immediate feedback, and focused practice, resulting in enhanced accuracy and language proficiency. It also positively influenced CLA by providing language analysis, exposure to language variation, and discourse analysis techniques. Additionally, AL strategy promoted learners’ creativity through targeted practice, an error-tolerant environment, and personalized learning paths. Qualitative data confirmed the quantitative findings, with participants in the experimental group affirming the positive effects of AL applications on writing proficiency, CLA, and creativity. The study highlights the benefits of AL strategy and offers pedagogical implications for integrating AL features in language learning contexts.

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