2026-10-11T21:10:33Z https://api.figshare.com/v2/oai

oai:figshare.com:article/33871579 2026-09-17T05:27:46Z category_173 portal_316 item_type_3 month_year_09_2026

Supplementary file 1_The cumulative effects of AI-generated feedback on syntactic development in high school EFL writers: a longitudinal quasi-experimental study.docx Qiong Xiao (1728025) Yunhe Sun (3335145) Applied Psychology AI-generated feedback cognitive load theory EFL writing longitudinal quasi-experimental study skill acquisition theory syntactic development Introduction<p>While AI-generated writing feedback research has flourished, most studies prioritizeholistic quality over syntactic competence and rely on static pre-post comparisons, neglecting dynamic multi-round evolution.</p>Methods<p>This 35-week quasi-experiment examined cumulative associations between exposure to supplementary AI-generated feedback components and syntactic development among 69 Chinese high school EFL learners (Group A: n = 33 receiving automated AI scoring, official model compositions, and supplementary AI-generated feedback components; Group B: n = 36 receiving automated AI scoring and official model compositions). Piecewise regression, cognitive load scales, and qualitative triangulation were used across 10 timed continuation tasks.</p>Results<p>The study described non-linear trajectories: an initial adaptation decline followed by faster gains. Among the 10 target error types, only Part-of-Speech errors showed a statistically significant reduction after FDR correction; other error categories exhibited only suggestive trends that did not remain robust after multiple comparison adjustment. Mixed-methods analysis described a hypothesized cognitive load pattern in which extraneous load diminished yet germane processing diverged contingent on learner strategy, with passive offloading coinciding with an illusion of competence. Four revision strategies emerged.</p>Discussion<p>The findings are consistent with a conditional pathway within the CLT-SAT framework as an interpretive lens and suggest the potential of a phased Human-in-the-Loop model for contexts where supplementary AI-generated feedback is provided, one that scaffolds autonomy while guarding against passive offloading.</p> 2026-09-17T05:27:46Z Dataset Dataset 10.3389/fpsyg.2026.1892877.s001 https://figshare.com/articles/dataset/Supplementary_file_1_The_cumulative_effects_of_AI-generated_feedback_on_syntactic_development_in_high_school_EFL_writers_a_longitudinal_quasi-experimental_study_docx/33871579 CC BY 4.0