While generative AI (GenAI) voice chatbots offer scalable opportunities for second language (L2) oral practice, the interactional processes related to learners' gains remain underexplored. This study investigates dialogue act (DA) patterns in interactions between Grade 9 Chinese English as a foreign language (EFL) learners and a GenAI voice chatbot over a 10-week intervention. Seventy sessions from 12 students were annotated by human coders using a pedagogy-informed coding scheme, yielding 6,957 coded DAs. DA distributions and sequential patterns were compared between high- and low-progress sessions. At the DA level, high-progress sessions showed more learner-initiated questions, whereas low-progress sessions exhibited higher rates of clarification-seeking, indicating greater comprehension difficulty. At the sequential level, high-progress sessions were characterised by more frequent prompting-based corrective feedback sequences, consistently positioned after learner responses, highlighting the role of feedback type and timing in effective interaction. Overall, these findings underscore the value of a dialogic lens in GenAI chatbot design, contribute a pedagogy-informed DA coding framework, and inform the design of adaptive GenAI chatbots for L2 education.
Generative AI chatbots promise to transform English as a Foreign Language (EFL) writing by providing immediate, personalised feedback. However, their pedagogical value depends on how learners engage with them - a process often treated as a "black box." This study uses Transition Network Analysis to model the temporal dynamics of Japanese EFL learners using "Penny," an LLM-powered writing chatbot. Analysis of over 4,500 writing sessions and 21,000 chatbot interactions reveals two dominant behavioural loops: a "Revision Loop," where feedback leads directly to successful error correction, and a "Chat Loop," where learners engage in sustained dialogue with the chatbot following feedback. Crucially, EFL proficiency significantly shapes interaction: high-proficiency learners engage more in open dialogue and negotiation with the chatbot, while low-proficiency learners rely more heavily on repetitive corrective feedback cycles. The findings demonstrate that AI-scaffolded writing is a non-linear, dialogic process and highlight the need for differentiated chatbot design to move beyond simple error correction and foster deeper cognitive engagement for all learners.
Steve Woollaston, Brendan Flanagan, Yuko Toyokawa +1
Academic Center for Computing and Media Studies, Kyoto University, Japan · College of Information Science and Engineering, Ritsumeikan University, Japan
Generative Artificial Intelligence (AI) introduces new considerations for English as a foreign language (EFL) writing pedagogy. This study explores how students talk to and through AI by prompt engineering and negotiating authorship, respectively, and whether any patterns in the latter relate to students' writing performance. Using an exploratory mixed methods design, we analyzed screen recordings of 44 Hong Kong secondary students completing a Curricular Writing Task with AI Chatbots. Content analysis identified ten types of prompting strategies students employed, including questions, searches, and detailed instructions. From clustering these strategies, three distinct profiles of human-AI rhetorical load responsibility emerged: AI-dominant (52% of students), Human-dominant (25%) and Collaborative human-AI (14%). A MANOVA analysis indicated no significant multivariate effect of rhetorical load responsibility on three dimensions of students' writing performance: content, language, and organization. Students' prompting strategies and rhetorical load responsibility patterns have implications for their engagement and autonomy in EFL writing pedagogy.
David James Woo, Yangyang Yu, Yilin Huang +3
Everwrite Limited, Hong Kong, China · Shanghai Jiao Tong University, Shanghai, China · The Education University of Hong Kong, Hong Kong, China +2
The integration of Generative AI (GenAI) into language learning offers second language (L2) writers powerful tools for text optimization. However, pursuing native-like fluency often sacrifices sociopragmatic diversity. Investigating "pragmatic flattening" - the systematic erasure of culturally preferred politeness and authorial stance - this study conducts a comparative analysis of argumentative essays by Chinese B2-level university students from the ICNALE corpus. The original texts were polished via the APIs of four leading Large Language Models at a zero-temperature setting for reproducibility. Findings reveal a nuanced "dimensional divergence" within the Semantic Preservation Paradox. While models corrected lexicogrammatical errors and retained propositional meaning, sociopragmatic interventions were bifurcated. In the interactive dimension, all models showed a drastic collapse of dialogic engagement markers, turning negotiated discourse into monologic assertions. Conversely, in the epistemic stance dimension, models showed architecture-based variability: some aggressively scrubbed epistemic markers, while others reinforced tentative hedging as decontextualized algorithmic caution. This confirms that while GenAI enhances accuracy, it systematically overwrites L2 writers' unique rhetorical identities into a homogenized Anglo-American paradigm. We argue that future instruction must move beyond error correction, advocating for Critical AI Literacy to empower multilingual writers to use GenAI for linguistic enhancement while safeguarding sociopragmatic diversity and rhetorical agency.