| Project/Area Number |
22K00718
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Waseda University (2023-2024)
University of Hyogo (2022) |
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Principal Investigator |
Gayed John Maurice 早稲田大学, グローバルエデュケーションセンター, 准教授(テニュアトラック) (20868393)
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| Co-Investigator(Kenkyū-buntansha) |
クロス ジェフリーS 東京科学大学, 環境・社会理工学院, 教授 (90532044)
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| Project Period (FY) |
2022-04-01 – 2025-03-31
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| Project Status |
Completed (Fiscal Year 2024)
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| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2024: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2023: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2022: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Keywords | AI in education / L2 writing / Metacognition / artificial intelligence / AI writing support / Cognitive load / Second language writing / AI writing / AI assessment / CALL / AI assistant / metacognition / AIED / cognitive load |
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| Outline of Research at the Start |
Advancements in natural language processing have led to more sophisticated intelligent writing assistants which offer feedback to users. Yet, empirical research on these tools is lacking. This research addresses this gap in the literature by developing and assessing a novel writing assistant.
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| Outline of Final Research Achievements |
Five major studies were publish. These studies show that AI-assisted writing tools can enhance language learning outcomes, especially in writing fluency, error reduction, and lexical range. Yet, this research project repeatedly highlights a double-edged effect: while AI can scaffold learners and automate feedback, it often benefits more proficient or confident users disproportionately. This “Matthew effect” is visible both among students and educators; those already advantaged by higher skills or technological familiarity tend to gain more. Furthermore, tools used in isolation may lead to superficial engagement with writing, whereas integration with metacognitive prompts or reflective training improves learning depth. The studies emphasize that maximizing the impact of AI in education requires purposeful design: adaptive tool interfaces, equity-conscious professional development for teachers, and scaffolded implementation that supports all users, not just the already capable.
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| Academic Significance and Societal Importance of the Research Achievements |
Scientifically, the findings contribute to a body of evidence that supports the integration of LLMs and writing assistants in second language learning and writing assessment. Social significance is also highlighted with evidence of inequality in AI tool use, and lack of preparedness among educators.
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