Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing. 9(3), 227-258.
Azimi, M., & Farahian, M. (2024). Exploring the Effect of Corrective Feedback Through QuillBot on EFL Learners’ Writing skill. Technology Assisted Language Education, 2(3), 74-101. doi:10.22126/tale.2024.10796.1043
Azimi, M., & Farahian, M. (2024). Developing EFL Writing with AI: Balancing Benefits and Challenges. Technology Assisted Language Education. 2(2), 80-93. https://doi.org/10.22126/tale.2024.10953.1052
Azizimajd, H. (2023). Investigating the Impacts of Voice-based Student-Chatbot Interactions in the Classroom on EFL Learners' Oral Fluency and Foreign Language Speaking Anxiety. Technology Assisted Language Education, 1(2), 61-83. doi:10.22126/tale.2023.2732
Batstone, R. (1994). Grammar. Oxford University Press.
Chastain, K. (1988). Developing second language skills: theory and practice. Harcourt Brace Jovanovich, Inc.
Chen, M., & Cui, L. (2022). A review of automated writing evaluation in second language writing: Past, present, and future. Language Teaching Research, 26(1), 34–56. https://doi.org/10.1177/1362168820938873
Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The modern language journal, 92(2), 232-249.
Fahim, M., & Montazeri, M. (2013). The impact of metalinguistic corrective feedback on EFL learners’ levels of lexical resource and grammatical range and accuracy in their oral proficiency. International Research Journal of Applied and Basic Sciences, 4(7), 1776-1782.
Fryer, L., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279-289. doi:10.1016/j.chb.2018.12.023
Ghoorchaei, B., Tavakoli, M., & Ansari, D. N. (2010). The impact of portfolio assessment on Iranian EFL students’ essay writing: A process-oriented approach. GEMA online journal of language studies, 10(3), 122-142.
Godwin-Jones, B. (2022). Beyond the correction: How AI tools can foster language
learning. Journal of Second Language Writing, 56. https://doi.org/10.1016/j.jslw.2022.100840
Hanafiah, W., Aswad, M., Sahib, H., Yassi, A., & Mousavi, M. (2022). The Impact of CALL on vocabulary learning, speaking skill, and foreign language speaking anxiety: the case study of Indonesian EFL learners. Education Research International, 2022, 13. doi:10.1155/2022/5500077
Haristiani, N. (2019). Artificial Intelligence (AI) chatbot as language learning medium: An inquiry. In Journal of Physics: Conference Series, 1387(1), 2020.
Harmer, J. (2003). How to teach writing. Longman-Pearson Publications.
Harunasari, S. Y., & Halim, N. (2019). Digital Backchannel: Promoting Students’ Engagement in EFL Large Class. International Journal of Emerging Technologies in Learning (iJET), 14(07), pp. 163–178. https://doi.org/10.3991/ijet.v14i07.9128
Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. doi:10.2307/327317
Hosseini, S., Shafipoor, M., & Teimourtash, M. (2024). The comparative effects of intensive vs. extensive recasts through grammar-focused tasks on Iranian intermediate EFL learners’ grammatical accuracy in writing. Curriculum Research. 4(3), 1-12. https://doi.org/10.71703/cure.2023.310-1079
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Trends, research issues and application of artificial intelligence in language education. Educational Technology & Society, 26(1), 112-131.
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language teaching, 39(2), 83.
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., & Hartfield, V. F. (1981). Testing ESL composition: A practical approach. Newbury House.
Jeon, J. (2022). Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives. Computer Assisted Language Learning, 1-26.
doi:10.1080/09588221.2021.2021241
Khasawneh, M. A. S. (2023). Integrating AI-Based Virtual Conversation Partners in Enhancing Speaking Skills in Foreign Languages: Insights from University Students. Journal of Southwest Jiaotong University, 58(5).
Kim, N.-Y., Cha, Y., & Kim, H.-S. (2019). Future English learning: Chatbots and artificial intelligence. Multimedia-Assisted Language Learning, 22(3), 32-53.
Lee, S., Noh, H., Lee, J., Lee, K., Lee, G., Sagong, S., & Kim, M. (2011). On the effectiveness of robot-assisted language learning. ReCALL, 23(1), 25-58. doi:10.1017/S0958344010000273
Liu, W., Chen, Y., & Wang, Z. (2024). The role of AI tools in multimodal composing for EFL learners. Journal of Second Language Writing, 59.
https://doi.org/10.1016/j.jslw.2024.101278
Liu, Y. (2008). The effects of error feedback in second language writing. Journal of Second Language Acquisition and Teaching, 15(1), 65-79
Luo, J., & Qiu, L. (2024). Review of artificial intelligence-based tools in EFL classroom. International Journal of Education & Development using Information & Communication Technology. https://doi.org/10.61173/s266nr95
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in second language acquisition, 22(1), 37-66.
Moghimi, L. & Mirzaei, S. (2024). Comparing Writing Outcomes in Online and In-Person EFL Instruction for Intermediate Male and Female Students. International Journal of Practical and pedagogical Issues in English Education, 2 (1), 24-37. https://doi.org/10.22034/ijpie.2024.192903
Mun, C. (2024). EFL learners’ English writing feedback and their perception of using
ChatGPT. STEM Journal, 25(2), 26. https://doi.org/10.16875/stem.2024.25.2.26
Nunan, D. (2003). Practical English language teaching. McGraw-Hill Publications
Pallant, J. (2013). SPSS survival manual. UK: McGraw-Hill Education .
Pari, M. (2024). Artificial Intelligence (AI) Presentation Assistants: Current trends, Experiences, and Future Directions for Language Pedagogy. International Journal of Practical and pedagogical Issues in English Education,2(3),54-66. https://doi.org/10.22034/ijpie.2024.469410.1030
Rahimi, M., Zhang, L.J., (2018). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Read. Writ. 32 (3), 761- 786.
Rahmi, R., Amalina, Z., Andriansyah, A., & Rodgers, A. (2024). Does it really help?
Exploring the impact of Al-Generated writing assistant on the students’ English
writing. Studies in English Language and Education, 11(2), 998-1012.
https://doi.org/10.24815/siele.v11i2.35875
Ranalli, J. (2018). Automated written corrective feedback: How well can students make
use of it? Computer Assisted Language Learning, 31(7), 653-674.
https://doi.org/10.1080/09588221.2018.1430358
Richards, J. C., & Schmidt, R. W. (2002). Longman dictionary of language teaching and applied linguistics. Routledge.
Rizky, V. L., Putra, E. P., Ali, N., & Dewi, S. A. (2024). Using artificial intelligence (AI) to improve EFL students’ writing skill. International Journal of English and Applied Linguistics (IJEAL), 4(1). https://doi.org/10.47709/ijeal.v4i1.3694
Roy, K., & Swargiary, K. (2024). ChatGPT impact on EFL Indian undergraduates.
Preprints, 202405. https://doi.org/10.20944/preprints202405.0130.v2
Sabry, A., & Selim, M. (2024). The transformative impact of AI-powered tools on
academic writing: Perspectives of EFL university students. International Journal of English Linguistics, 14(1), 14. https://doi.org/10.5539/ijel.v14n1p14
Saricaoglu, A., & Bilki, Z. (2021). Investigating the effects of automated writing
evaluation on student writing outcomes. International Journal of Artificial
Intelligence in Education, 31(1), 109-131. https://doi.org/10.1007/s40593-020-00226-9
Selinker, L. (1992). Rediscovering interlanguage. Longman Publication.
Son, J. B., Ruzic, N. K., & Philpott, A. (2023). Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning
Taj, M. (2024). Challenging traditional EFL writing classroom using AI-mediated tool: A paradigm shift. World Journal of English Language, 14(2), 211.
https://doi.org/10.5430/wjel.v14n2p211
Tavakoli, P., Nakatsuhara, F., & Hunter, A. (2020). Aspects of Fluency Across Assessed Levels of Speaking Proficiency. The Modern Language Journal, 104(1), 169-191. https://doi.org/10.1111/modl.12620
Underwood, C., Welsh Mahmood, M., Pranzetti, D., & Toloza, C. (2023). Foregrounding Learners’ Voices: Enabling Zones of Audacity. Mind, Culture, and Activity, DOI: 10.1080/10749039.2023.2238733.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M.Cole, V. Jone-Seiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Wang, C. (2024). Exploring students’ generative AI-assisted writing processes: Perceptions and experiences from native and nonnative English speakers. Technology, Knowledge, and Learning. https://doi.org/10.1007/s10758-024-09744-3
Warschauer, M., & Ware, P. D. (2006). Automated writing evaluation: Defining the
classroom research agenda. Language Teaching Research, 10(2), 157-180.
https://doi.org/10.1191/1362168806lr190oa
Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955
Williams, C., & Polio, J. (2009). Teaching and testing writing. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 134-167). Wiley Online Library.
Williams, M., Tang, K., & Won, M. (2019). ELL’s science meaning making in multimodal inquiry: A case-study in a Hong Kong bilingual school. Asia-Pacific Science Education, 5(3), 1-35. https://doi.org/10.1186/s41029-019-0031-1
Winkler, R., & Soellner, M. (2018). Unleashing the potential of chatbots in education: A state-of-the-art analysis. In Academy of Management Annual Meeting Proceedings. Academy of Management.
Younus Jasim, M., Hakim Musa, Z., Abood Asim, Z., & Rawdhan Salman, A. (2024). Developing EFL Writing with AI: Balancing Benefits and Challenges. Technology Assisted Language Education, 2(2), 80-93. doi:10.22126/tale.2024.10953.1052
Yuan, Y., Kim, J., & Lee, K. (2022). Innovative co-writing experiences with GPT-3: A
study on Wordcraft. Journal of Educational Computing Research, 60(2), 123-145. https://doi.org/10.2190/EC.60.2.b
Zohrabi, M., & Khalili, A., (2024). A cross-cultural study into the utility of diverse written corrective feedback strategies in medicine students’ ESP writing courses. International Journal of Society, Culture & Language, 12(2), 150-169. https://doi.org/10.22034/ijscl.2024.2025600.3436
Zohrabi, M., Nourdad, N. & Abbas Alsaadi, I. (2024). The utility of written corrective feedback in tertiary education: The case of Iraqi ESP students. Iranian Journal of English for Academic Purposes, 14(1), 94-111.
Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting speaking practice by social network-based interaction in artificial intelligence (AI)-assisted language learning. Sustainability, 15(4), 2872.
