The impact of AI-driven tools on student writing development: A case study
Zheldibayeva R. Nascimento A.K.O. Castro V. Kalantzis M. Cope B.
July 2025Bastas
Online Journal of Communication and Media Technologies
2025#15Issue 3
This paper aims to examine the impact of the CGScholar (Common Ground Scholar) Artificial Intelligence (AI) Helper on a pilot research initiative involving the writing development of 11th-grade students in English Language Arts. CGScholar AI Helper is an evolving and innovative web-based application designed to support students in their writing tasks by providing specified AI-generated feedback. This is a case study and relates to one of six interventions, involving one teacher and six students in a diverse school. A qualitative thematic approach to data analysis is employed, combining data from students’ initial and reviewed writing assignments, selected focus group feedback, teacher’s post-survey, and the research team’s observations. It explores to what extent customized AI-driven feedback can support students’ writing development. The findings suggest that the implementation of AI helper supported the development of students’ writing in several ways. Therefore, researchers conclude AI can be helpful in K-12 writing considering how it is calibrated to serve the teacher’s teaching objectives. The research also elicited suggestions from the teacher and students about ways of improving the still in development tool, which it is recommended to be taken into consideration.
AI feedback , AI-driven writing tools , CGScholar AI Helper project , writing skills
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Zhetysu University named after Ilyas Zhansugurov, Taldykorgan, Kazakhstan
University of Illinois Urbana-Champaign, Champaign, IL, United States
Universidade Federal de Sergipe, São Cristóvão, Brazil
Zhetysu University named after Ilyas Zhansugurov
University of Illinois Urbana-Champaign
Universidade Federal de Sergipe
10 лет помогаем публиковать статьи Международный издатель
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