کاربرد هوش مصنوعی در ارزشیابی زبانی: مروری غیر نظام مند بر تاثیر ابزارهای نوشتاری مبتنی بر هوش مصنوعی بر عملکرد نوشتاری زبان آموزان زبان انگلیسی

دسته بندی موضوعی : برنامه ریزی درسی و آموزشی

زبان : فارسی

نوع فایل : PDF

تعداد صفحات : 12

وضعیت : این مقاله توسط هیات داوران پایگاه ایران ژورنال داوری شده است
فصل نامه علمی تخصصی پژوهش برتر - سال دوم - شماره دوم - تابستان 1405

نویسندگان :
فاطمه طاهررضی گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران fataherrazi@gmail.com
مریم بیکی موسسه آموزش عالی رحمان، رامسر، ایران Ma.beiki@rahman.ac.ir
اعظم گلپایگانی گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران sahargol524@gmail.com

ثبت شده توسط : ایران ژورنال

لینک مستقیم مقاله : https://iran-journals.com/doc/3537

چکیده فارسی :

The integration of Artificial Intelligence (AI) into language assessment has introduced new possibilities for supporting English as a Foreign Language (EFL) learners, particularly in improving writing performance in high-stakes tests such as IELTS. AI-powered writing editors, including Grammarly, QuillBot, Wordtune, and automated essay scoring systems, provide learners with real-time feedback on grammar, vocabulary, coherence, and overall writing quality. This systematic review examines the impact of AI writing tools on EFL learners’ writing performance and IELTS-related outcomes by analyzing studies published between 2022 and 2026. The findings indicate that most studies report positive effects of AI-based writing assistants on grammatical accuracy, lexical richness, writing fluency, and learner confidence. In addition, AI tools contribute to increased learner autonomy by enabling continuous self-correction and independent writing practice. However, the review also identifies several challenges, including concerns regarding the accuracy and reliability of AI-generated feedback, overdependence on automated correction, and ethical issues related to academic writing integrity. Moreover, some studies highlight that AI systems may not fully capture the complexity of human judgment in writing assessment. Overall, the review suggests that AI writing editors can effectively support IELTS writing development when used as complementary tools alongside teacher feedback and traditional instruction. The study emphasizes the importance of balanced integration of AI in language assessment contexts to maximize learning outcomes while maintaining academic quality and validity.

کلمات کلیدی فارسی :
Artificial Intelligence, AI Writing Editors, EFL Learners, IELTS, Writing Assessment