{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,27]],"date-time":"2026-10-27T18:18:08Z","timestamp":1793125088867,"version":"4.5.0"},"reference-count":53,"publisher":"Springer Science and Business Media LLC","issue":"18","license":[{"start":{"date-parts":[[2025,10,13]],"date-time":"2025-10-13T00:00:00Z","timestamp":1760313600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2025,10,13]],"date-time":"2025-10-13T00:00:00Z","timestamp":1760313600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100004377","name":"The Hong Kong Polytechnic University","doi-asserted-by":"crossref","id":[{"id":"10.13039\/501100004377","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Educ Inf Technol"],"published-print":{"date-parts":[[2025,12]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Generative artificial intelligence (GAI) language models, exemplified by ChatGPT, are significantly helping language learners in writing practice by providing immediate formative feedback. This study investigates whether ChatGPT\u2019s writing feedback influences graduate students\u2019 academic writing abilities and compares it with combined instructor and ChatGPT feedback. The students receiving only ChatGPT feedback (Group A) showed significant improvements in mechanics, tone, grammar, APA formatting, and overall writing quality, with lesser gains in organisation and no significant change in content. In contrast, the students who received combined feedback (Group B) exhibited significant enhancements in all of the parameters that were evaluated, including the areas in which Group A lagged. However, the only significant between-group difference was in grammar, although there was a marginal difference in organisation that suggested a trend towards greater improvement in Group B. The participants expressed positive attitudes about using ChatGPT as an automated writing evaluation tool, especially for correcting grammar and enriching vocabulary.<\/jats:p>","DOI":"10.1007\/s10639-025-13775-3","type":"journal-article","created":{"date-parts":[[2025,10,13]],"date-time":"2025-10-13T09:00:09Z","timestamp":1760346009000},"page":"26777-26799","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":28,"title":["ChatGPT as an automated writing evaluation tool: how students perceive it and how it affects their writing"],"prefix":"10.1007","volume":"30","author":[{"given":"Linqian","family":"Ding","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8435-9739","authenticated-orcid":false,"given":"Di","family":"Zou","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6717-5719","authenticated-orcid":false,"given":"Lucas","family":"Kohnke","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,10,13]]},"reference":[{"issue":"3","key":"13775_CR1","first-page":"191","volume":"14","author":"Y Attali","year":"2004","unstructured":"Attali, Y. (2004). Exploring the feedback and revision features of Criterion. Journal Of Second Language Writing, 14(3), 191\u2013205.","journal-title":"Journal Of Second Language Writing"},{"issue":"1","key":"13775_CR2","doi-asserted-by":"publisher","first-page":"67","DOI":"10.1080\/01443410.2016.1223275","volume":"37","author":"L Bai","year":"2017","unstructured":"Bai, L., & Hu, G. (2017). In the face of fallible AWE feedback: How do students respond? Educational Psychology, 37(1), 67\u201381. https:\/\/doi.org\/10.1080\/01443410.2016.1223275","journal-title":"Educational Psychology"},{"key":"13775_CR3","unstructured":"Barab, S. A., Evans, M. A., & Baek, E. O. (2004). Activity theory as a lens for characterizing the participatory unit. Handbook of research on educational communications and technology (2nd ed., pp. 199\u2013213). Lawrence Erlbaum Associates."},{"key":"13775_CR4","doi-asserted-by":"publisher","unstructured":"Barrot, J. S. (2021). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning(4). https:\/\/doi.org\/10.1080\/09588221.2021.1936071","DOI":"10.1080\/09588221.2021.1936071"},{"issue":"2","key":"13775_CR5","doi-asserted-by":"publisher","first-page":"343","DOI":"10.21093\/ijeltal.v7i2.1387","volume":"7","author":"R Baskara","year":"2023","unstructured":"Baskara, R. (2023). Exploring the implications of ChatGPT for language learning in higher education. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 343\u2013358. https:\/\/doi.org\/10.21093\/ijeltal.v7i2.1387","journal-title":"Indonesian Journal of English Language Teaching and Applied Linguistics"},{"issue":"3","key":"13775_CR6","doi-asserted-by":"publisher","first-page":"99","DOI":"10.17576\/gema-2016-1603-07","volume":"16","author":"DA Black","year":"2016","unstructured":"Black, D. A., & Nanni, A. (2016). Written corrective feedback: Preferences and justifications of teachers and students in a Thai context. GEMA Online Journal of Language Studies, 16(3), 99\u2013114.","journal-title":"GEMA Online Journal of Language Studies"},{"issue":"2","key":"13775_CR7","doi-asserted-by":"publisher","first-page":"377","DOI":"10.1017\/S0958344004000928","volume":"16","author":"F Blin","year":"2004","unstructured":"Blin, F. (2004). CALL and the development of learner autonomy: Towards an activity-theoretical perspective. ReCALL, 16(2), 377\u2013395. https:\/\/doi.org\/10.1017\/S0958344004000928","journal-title":"ReCALL"},{"key":"13775_CR8","unstructured":"Brigham Young University (2024). Retrieved April 24, 2024, from https:\/\/fhsswriting.byu.edu\/https:\/brightspotcdn.byu.edu\/ea\/78\/afb1465a48b286b8259e80e006af\/literature-review-rubric.doc"},{"key":"13775_CR9","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.compedu.2018.10.010","volume":"129","author":"CJ Chung","year":"2019","unstructured":"Chung, C. J., Hwang, G. J., & Lai, C. L. (2019). A review of experimental mobile learning research in 2010\u20132016 based on the activity theory framework. Computers & Education, 129, 1\u201313. https:\/\/doi.org\/10.1016\/j.compedu.2018.10.010","journal-title":"Computers & Education"},{"key":"13775_CR10","doi-asserted-by":"crossref","unstructured":"Cohen, J. (2013). Statistical power analysis for the behavioral sciences. routledge.","DOI":"10.4324\/9780203771587"},{"key":"13775_CR11","doi-asserted-by":"publisher","unstructured":"Dai, W., Lin, J., Jin, H., Li, T., Tsai, Y. S., Ga\u0161evi\u0107, D., & Chen, G. (2023, July). Can large language models provide feedback to students? A case study on ChatGPT. In 2023 IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 323\u2013325). IEEE. https:\/\/doi.org\/10.35542\/osf.io\/hcgzj","DOI":"10.35542\/osf.io\/hcgzj"},{"key":"13775_CR13","doi-asserted-by":"publisher","unstructured":"Ding, L., & Zou, D. (2024). Automated writing evaluation systems: A systematic review of grammarly, pigai, and criterion with a perspective on future directions in the age of generative artificial intelligence. Education and Information Technologies, (11), 53. https:\/\/doi.org\/10.1007\/s10639-023-12402-3","DOI":"10.1007\/s10639-023-12402-3"},{"issue":"1","key":"13775_CR14","doi-asserted-by":"publisher","first-page":"85","DOI":"10.1080\/07380569.2022.2150067","volume":"40","author":"S Ebadi","year":"2023","unstructured":"Ebadi, S., Gholami, M., & Vakili, S. (2023). Investigating the effects of using grammarly in EFL writing: The case of articles. Computers in the Schools, 40(1), 85\u2013105. https:\/\/doi.org\/10.1080\/07380569.2022.2150067","journal-title":"Computers in the Schools"},{"key":"13775_CR15","unstructured":"Engestr\u00f6m, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit."},{"issue":"1","key":"13775_CR16","doi-asserted-by":"publisher","first-page":"133","DOI":"10.1080\/13639080020028747","volume":"14","author":"Y Engestr\u00f6m","year":"2001","unstructured":"Engestr\u00f6m, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133\u2013156.","journal-title":"Journal of Education and Work"},{"issue":"1\u20132","key":"13775_CR17","doi-asserted-by":"publisher","first-page":"179","DOI":"10.1080\/09588221.2022.2033787","volume":"37","author":"QK Fu","year":"2024","unstructured":"Fu, Q. K., Zou, D., Xie, H., & Cheng, G. (2024). A review of AWE feedback: Types, learning outcomes, and implications. Computer Assisted Language Learning, 37(1\u20132), 179\u2013221. https:\/\/doi.org\/10.1080\/09588221.2022.2033787","journal-title":"Computer Assisted Language Learning"},{"issue":"11","key":"13775_CR18","doi-asserted-by":"publisher","first-page":"322","DOI":"10.3991\/ijet.v16i11.19657","volume":"16","author":"J Gao","year":"2021","unstructured":"Gao, J. (2021). Exploring the feedback quality of an automated writing evaluation system Pigai. International Journal of Emerging Technologies in Learning, 16(11), 322\u2013330. https:\/\/doi.org\/10.3991\/ijet.v16i11.19657","journal-title":"International Journal of Emerging Technologies in Learning"},{"key":"13775_CR54","doi-asserted-by":"publisher","unstructured":"Guo, K., & Wang, D. (2023). To resist it or to embrace it? Examining ChatGPT\u2019s potential to support teacher feedback in EFL writing. Education and Information Technologies, 1\u201329. https:\/\/doi.org\/10.1007\/s10639-023-12146-0","DOI":"10.1007\/s10639-023-12146-0"},{"issue":"9","key":"13775_CR19","doi-asserted-by":"publisher","first-page":"2312","DOI":"10.1080\/09588221.2021.1879161","volume":"35","author":"Q Guo","year":"2022","unstructured":"Guo, Q., Feng, R., & Hua, Y. (2022). How effectively can EFL students use automated written corrective feedback (AWCF) in research writing? Computer Assisted Language Learning, 35(9), 2312\u20132331. https:\/\/doi.org\/10.1080\/09588221.2021.1879161","journal-title":"Computer Assisted Language Learning"},{"key":"13775_CR20","doi-asserted-by":"publisher","first-page":"225","DOI":"10.1016\/j.aiopen.2021.08.002","volume":"2","author":"X Han","year":"2021","unstructured":"Han, X., Zhang, Z., Ding, N., Gu, Y., Liu, X., Huo, Y., & Zhu, J. (2021). Pre-trained models: Past, present and future. AI Open, 2, 225\u2013250. https:\/\/doi.org\/10.1016\/j.aiopen.2021.08.002","journal-title":"AI Open"},{"key":"13775_CR21","doi-asserted-by":"publisher","unstructured":"Hong, W. C. H. (2023). The impact of ChatGPT on foreign Language teaching and learning: Opportunities in education and research. Journal of Educational Technology and Innovation, 5(1). https:\/\/doi.org\/10.61414\/jeti.v5i1.103","DOI":"10.61414\/jeti.v5i1.103"},{"issue":"1","key":"13775_CR22","doi-asserted-by":"publisher","first-page":"15","DOI":"10.1080\/17501229.2018.1471083","volume":"14","author":"S Huang","year":"2020","unstructured":"Huang, S., & Renandya, W. A. (2020). Exploring the integration of automated feedback among lower-proficiency EFL learners. Innovation in Language Learning and Teaching, 14(1), 15\u201326. https:\/\/doi.org\/10.1080\/17501229.2018.1471083","journal-title":"Innovation in Language Learning and Teaching"},{"key":"13775_CR23","doi-asserted-by":"crossref","unstructured":"Hyland, K., & Hyland, F. (Eds.). (2019). Feedback in second Language writing: Contexts and issues (2nd ed.). Cambridge University Press.","DOI":"10.1017\/9781108635547"},{"key":"13775_CR24","unstructured":"IELTS (2024). Test taker performance 2023. Retrieved from https:\/\/www.ielts.org\/teaching-and-research\/test-taker-performance"},{"issue":"3","key":"13775_CR25","doi-asserted-by":"publisher","first-page":"700","DOI":"10.1002\/tesj.238","volume":"7","author":"MD Johnson","year":"2016","unstructured":"Johnson, M. D., Acevedo, A., & Mercado, L. (2016). Vocabulary knowledge and vocabulary use in second language writing. TESOL Journal, 7(3), 700\u2013715. https:\/\/doi.org\/10.1002\/tesj.238","journal-title":"TESOL Journal"},{"key":"13775_CR26","doi-asserted-by":"publisher","DOI":"10.1016\/j.caeai.2024.100279","volume":"7","author":"L Kohnke","year":"2024","unstructured":"Kohnke, L. (2024). Exploring EAP students\u2019 perceptions of GenAI and traditional grammar-checking tools for language learning. Computers & Education: Artificial Intelligence, 7, Article 100279. https:\/\/doi.org\/10.1016\/j.caeai.2024.100279","journal-title":"Computers & Education: Artificial Intelligence"},{"issue":"2","key":"13775_CR27","doi-asserted-by":"publisher","first-page":"537","DOI":"10.1177\/00336882231162868","volume":"54","author":"L Kohnke","year":"2023","unstructured":"Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537\u2013550. https:\/\/doi.org\/10.1177\/00336882231162868","journal-title":"RELC Journal"},{"key":"13775_CR53","doi-asserted-by":"publisher","unstructured":"Li, J., Link, S., & Hegelheimer, V. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of second language writing, 27, 1\u201318. https:\/\/doi.org\/10.1016\/j.jslw.2014.10.004","DOI":"10.1016\/j.jslw.2014.10.004"},{"key":"13775_CR28","doi-asserted-by":"publisher","first-page":"102505","DOI":"10.1016\/j.system.2021.102505","volume":"99","author":"Z Li","year":"2021","unstructured":"Li, Z. (2021). Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence. System, 99, 102505. https:\/\/doi.org\/10.1016\/j.system.2021.102505","journal-title":"System"},{"issue":"2","key":"13775_CR29","doi-asserted-by":"publisher","first-page":"187","DOI":"10.1017\/S0958344023000265","volume":"36","author":"ZM Liu","year":"2024","unstructured":"Liu, Z. M., Hwang, G. J., Chen, C. Q., Chen, X. D., & Ye, X. D. (2024). Integrating large Language models into EFL writing instruction: Effects on performance, self-regulated learning strategies, and motivation. Computer Assisted Language Learning, 36(2), 187\u2013209. https:\/\/doi.org\/10.1017\/S0958344023000265","journal-title":"Computer Assisted Language Learning"},{"key":"13775_CR30","volume":"6","author":"J Meyer","year":"2024","unstructured":"Meyer, J., Jansen, T., Schiller, R., Liebenow, L. W., Steinbach, M., Horbach, A., & Fleckenstein, J. (2024). Using llms to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students\u2019 text revision, motivation, and positive emotions. Computers and Education: Artificial Intelligence, 6, Article 100199.","journal-title":"Computers and Education: Artificial Intelligence"},{"issue":"4","key":"13775_CR31","doi-asserted-by":"publisher","first-page":"126","DOI":"10.47750\/pegegog.11.04.12","volume":"11","author":"D Miranty","year":"2021","unstructured":"Miranty, D., & Widiati, U. (2021). An automated writing evaluation (AWE) in higher education. Pegem Journal of Education and Instruction, 11(4), 126\u2013137. https:\/\/doi.org\/10.47750\/pegegog.11.04.12","journal-title":"Pegem Journal of Education and Instruction"},{"issue":"2","key":"13775_CR32","doi-asserted-by":"publisher","first-page":"100050","DOI":"10.1016\/j.rmal.2023.100050","volume":"2","author":"A Mizumoto","year":"2023","unstructured":"Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2), 100050. https:\/\/doi.org\/10.1016\/j.rmal.2023.100050","journal-title":"Research Methods in Applied Linguistics"},{"issue":"1","key":"13775_CR33","first-page":"118","volume":"19","author":"MA Mohsen","year":"2019","unstructured":"Mohsen, M. A., & Abdulaziz, A. (2019). THE EFFECTIVENESS OF USING A HYBRID MODE OF AUTOMATED WRITING EVALUATION SYSTEM ON EFL STUDENTS\u2019WRITING. Teaching English with Technology, 19(1), 118\u2013131.","journal-title":"Teaching English with Technology"},{"key":"13775_CR34","doi-asserted-by":"crossref","unstructured":"Naismith, B., Mulcaire, P., & Burstein, J. (2023). Automated evaluation of written discourse coherence using GPT-4. In Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2023) (pp. 394\u2013403).","DOI":"10.18653\/v1\/2023.bea-1.32"},{"key":"13775_CR35","unstructured":"Page, E. B. (2003). Project essay grade: PEG. Automated essay scoring: A cross-disciplinary perspective. \/Lawrence Erlbaum Associates."},{"key":"13775_CR36","doi-asserted-by":"publisher","unstructured":"Rahimi, M., Fathi, J., & Zou, D. (2024). Exploring the impact of automated written corrective feedback on the academic writing skills of EFL learners: An activity theory perspective. Education And Information Technologies. https:\/\/doi.org\/10.1007\/s10639-024-12896-5","DOI":"10.1007\/s10639-024-12896-5"},{"issue":"6","key":"13775_CR37","doi-asserted-by":"publisher","DOI":"10.3390\/fi15060192","volume":"15","author":"KI Roumeliotis","year":"2023","unstructured":"Roumeliotis, K. I., & Tselikas, N. D. (2023). Chatgpt and open-ai models: A preliminary review. Future Internet, 15(6), Article 192. https:\/\/doi.org\/10.3390\/fi15060192","journal-title":"Future Internet"},{"key":"13775_CR38","doi-asserted-by":"publisher","unstructured":"Sanosi, A. B. (2022). The impact of automated written corrective feedback on EFL learners\u2019 academic writing accuracy. Journal of Teaching English for Specific and Academic Purposes, 301\u2013307. https:\/\/doi.org\/10.22190\/jtesap2202301s","DOI":"10.22190\/jtesap2202301s"},{"key":"13775_CR39","doi-asserted-by":"publisher","first-page":"1258286","DOI":"10.3389\/fpsyg.2023.1258286","volume":"14","author":"C Shen","year":"2023","unstructured":"Shen, C., Shi, P., Guo, J., Xu, S., & Tian, J. (2023). From process to product: Writing engagement and performance of EFL learners under computer-generated feedback instruction. Frontiers in Psychology, 14, 1258286. https:\/\/doi.org\/10.3389\/fpsyg.2023.1258286","journal-title":"Frontiers in Psychology"},{"key":"13775_CR40","doi-asserted-by":"crossref","unstructured":"Shermis, M. D., Burstein, J., & Bursky, S. A. (2013). Introduction to automated essay evaluation. Handbook of automated essay evaluation (pp. 1\u201315). Routledge.","DOI":"10.4324\/9780203122761"},{"key":"13775_CR41","doi-asserted-by":"publisher","unstructured":"Shi, H., Chai, C. S., Zhou, S., & Aubrey, S. (2025). Comparing the effects of ChatGPT and automated writing evaluation on students\u2019 writing and ideal L2 writing self. Computer Assisted Language Learning, 1\u201328. https:\/\/doi.org\/10.1080\/09588221.2025.2454541","DOI":"10.1080\/09588221.2025.2454541"},{"key":"13775_CR42","doi-asserted-by":"publisher","first-page":"101894","DOI":"10.1016\/j.learninstruc.2024.101894","volume":"91","author":"J Steiss","year":"2024","unstructured":"Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students\u2019 writing. Learning and Instruction, 91, 101894. https:\/\/doi.org\/10.1016\/j.learninstruc.2024.101894","journal-title":"Learning and Instruction"},{"issue":"0","key":"13775_CR43","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/17501229.2022.2122476","volume":"0","author":"NK Thi","year":"2022","unstructured":"Thi, N. K., Nikolov, M., & Simon, K. (2022). Higher-proficiency students\u2019 engagement with and uptake of teacher and grammarly feedback in an EFL writing course. Innovation in Language Learning and Teaching, 0(0), 1\u201316. https:\/\/doi.org\/10.1080\/17501229.2022.2122476","journal-title":"Innovation in Language Learning and Teaching"},{"key":"13775_CR44","unstructured":"Utica University (2024). Retrieved April 24, 2024, from https:\/\/www.utica.edu\/academic\/Assessment\/new\/LitReview.doc"},{"issue":"1","key":"13775_CR45","doi-asserted-by":"publisher","first-page":"010152","DOI":"10.1103\/PhysRevPhysEducRes.20.010152","volume":"20","author":"T Wan","year":"2024","unstructured":"Wan, T., & Chen, Z. (2024). Exploring generative AI assisted feedback writing for students\u2019 written responses to a physics conceptual question with prompt engineering and few-shot learning. Physical Review Physics Education Research, 20(1), 010152.","journal-title":"Physical Review Physics Education Research"},{"issue":"2","key":"13775_CR46","doi-asserted-by":"publisher","first-page":"157","DOI":"10.1191\/1362168806lr190oa","volume":"10","author":"M Warschauer","year":"2006","unstructured":"Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research, 10(2), 157\u2013180.","journal-title":"Language Teaching Research"},{"key":"13775_CR47","doi-asserted-by":"publisher","unstructured":"Wu, J., Li, J., Ge, Z., Xu, M., Lin, L., & Zhang, R. (2025). Effectiveness of generative AI in automated written corrective feedback with prompting. Journal of Educational Computing Research, , Article 07356331251359430. https:\/\/doi.org\/10.1177\/07356331251359430","DOI":"10.1177\/07356331251359430"},{"issue":"4","key":"13775_CR48","doi-asserted-by":"publisher","first-page":"357","DOI":"10.1007\/s40299-021-00577-7","volume":"31","author":"J Xu","year":"2022","unstructured":"Xu, J., & Zhang, S. (2022). Understanding AWE feedback and English writing of learners with different proficiency levels in an EFL classroom: A sociocultural perspective. The Asia-Pacific Education Researcher, 31(4), 357\u2013367. https:\/\/doi.org\/10.1007\/s40299-021-00577-7","journal-title":"The Asia-Pacific Education Researcher"},{"key":"13775_CR49","doi-asserted-by":"crossref","unstructured":"Yang, K., Rakovi\u0107, M., Liang, Z., Yan, L., Zeng, Z., Fan, Y., & Chen, G. (2025, March). Modifying AI, enhancing essays: How active engagement with generative AI boosts writing quality. In Proceedings of the 15th International Learning Analytics and Knowledge Conference (pp. 568\u2013578).","DOI":"10.1145\/3706468.3706544"},{"issue":"1","key":"13775_CR50","doi-asserted-by":"publisher","first-page":"2142446","DOI":"10.1080\/2331186X.2022.2142446","volume":"9","author":"R Yousofi","year":"2022","unstructured":"Yousofi, R. (2022). Grammarly deployment (in)efficacy within EFL academic writing classrooms: An attitudinal report from Afghanistan. Cogent Education, 9(1), 2142446. https:\/\/doi.org\/10.1080\/2331186X.2022.2142446","journal-title":"Cogent Education"},{"key":"13775_CR51","doi-asserted-by":"publisher","first-page":"103173","DOI":"10.1016\/j.system.2023.103173","volume":"119","author":"R Zhang","year":"2023","unstructured":"Zhang, R., Zou, D., & Cheng, G. (2023). Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development. System, 119, 103173.","journal-title":"System"},{"key":"13775_CR52","doi-asserted-by":"publisher","unstructured":"Zhang, Z., Aubrey, S., Huang, X., & Chiu, T. K. (2025). The role of generative AI and hybrid feedback in improving L2 writing skills: a comparative study. Innovation in Language Learning and Teaching, 1\u201319. https:\/\/doi.org\/10.1080\/17501229.2025.2503890","DOI":"10.1080\/17501229.2025.2503890"}],"container-title":["Education and Information Technologies"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-025-13775-3.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s10639-025-13775-3","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-025-13775-3.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,1,29]],"date-time":"2026-01-29T02:39:57Z","timestamp":1769654397000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s10639-025-13775-3"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,10,13]]},"references-count":53,"journal-issue":{"issue":"18","published-print":{"date-parts":[[2025,12]]}},"alternative-id":["13775"],"URL":"https:\/\/doi.org\/10.1007\/s10639-025-13775-3","relation":{},"ISSN":["1360-2357","1573-7608"],"issn-type":[{"value":"1360-2357","type":"print"},{"value":"1573-7608","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,10,13]]},"assertion":[{"value":"24 November 2024","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"31 August 2025","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"13 October 2025","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"I confirm that all the research meets ethical guidelines and adheres to the legal requirements of the study country.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics declarations"}},{"value":"None.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interest"}}]}}