{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T06:03:35Z","timestamp":1789625015648,"version":"build-2803163510"},"reference-count":50,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T00:00:00Z","timestamp":1789603200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats: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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      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                      <jats:italic>n<\/jats:italic>\n                      = 33 receiving automated AI scoring, official model compositions, and supplementary AI-generated feedback components; Group B:\n                      <jats:italic>n<\/jats:italic>\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.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats: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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats: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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1892877","type":"journal-article","created":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T05:31:09Z","timestamp":1789623069000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["The cumulative effects of AI-generated feedback on syntactic development in high school EFL writers: a longitudinal quasi-experimental study"],"prefix":"10.3389","volume":"17","author":[{"given":"Qiong","family":"Xiao","sequence":"first","affiliation":[{"name":"School of Educational Science, Hunan Normal University","place":["Changsha, Hunan, China"]},{"name":"Yali Yanghu Middle School","place":["Changsha, Hunan, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yunhe","family":"Sun","sequence":"additional","affiliation":[{"name":"School of Literature and Digital Communication, Hunan University of Technology and Business","place":["Changsha, Hunan, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,17]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"345","DOI":"10.1093\/elt\/ccae017","article-title":"ChatGPT in ELT: disruptor? 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