Investigating the Effects of AI and Teacher-Based Explicit Correction on Learner Autonomy and Grammatical Accuracy

Authors

  • Khalid Rokan Mansoor

    Department of English, Al Turath University, Baghdad, Iraq
  • Khorshid Mousavi

    Department of English Language, The Islamic University, Najaf, Iraq
  • Afsaneh Shokri

    Academic Department of Foundation Studies (FS), Global College of Engineering and Technology, Muscat P.O. Box 2546, Oman

DOI:

https://doi.org/10.30564/fls.v7i8.9643
Received: 22 April 2025 | Revised:18 May 2025 | Accepted: 10 June 2025 | Published Online: 4 August 2025

Abstract

This study investigates the effectiveness of AI-based and teacher-based explicit correction on grammatical accuracy and learner autonomy among Arabian EFL learners at the university level. A total of 75 students were initially selected, but following a proficiency test, 54 homogenized EFL learners in terms of general English knowledge were divided into three groups: AI-based explicit correction (via ChatGPT), teacher-based explicit correction, and a control group with no feedback on grammar. The study employed a pretest-posttest design with grammar tests and an autonomy questionnaire administered before and after the intervention. Participants in both experimental groups were provided feedback on grammatical points like conditional type one, conditional type two, and active/passive voice through either AI tools or direct teacher feedback, while the control group received no feedback on the grammatical errors produced in writing texts. Results from the Kruskal-Wallis and ANOVA tests indicated that AI-based corrective feedback significantly improved both grammatical accuracy and learner autonomy compared to teacher-based feedback and the control group. These findings emphasize the potential of AI as an effective tool for enhancing language learning outcomes. The significance of the current study goes back to the role of AI and how it can play an influential role in both improving students'grammar and assisting them to become more independent and self-directed learners, which is an increasingly important skill in today's world. The implications for pedagogy and future research in technology-enhanced language learning are also discussed.

Keywords:

AI-based Corrective Feedback; Arabic EFL Learners; Explicit Correction; Grammatical Accuracy; Learner Autonomy; Teacher-based Correction

References

[1] Mansoor, K.R., 2017. Investigating semantic and syntactic equivalence in the translation process. Timişoara: Editura Politehnica.

[2] Lee, E.J.E., 2013. Corrective feedback preferences and learner repair among advanced ESL students. System. 41(2), 217–230.

[3] Rassaei, E., 2023. The interplay between corrective feedback timing and foreign language anxiety in L2 development. Language Teaching Research. 3(1), 112–129. DOI: https://doi.org/10.1177/13621688231195141

[4] Mousavi, K., Alavinia, P., Gholami, J., 2018. Input providing vs output-prompting negotiation strategies in learning grammar among young EFL learners. International Journal of Instruction. 11(2), 497–512.

[5] Lyster, R., Saito, K., Sato, M., 2013. Oral corrective feedback in second language classrooms. Language Teaching. 46(1), 1–40.

[6] Isaee, H., Barjesteh, H., 2024. Raising EFL learners’ pragmatic competence via teaching compliments: The case of explicit vs implicit instruction in focus. Journal of Studies in Learning and Teaching English. 13(2), 25–42.

[7] Rad, H.S., Alipour, R., Jafarpour, A., 2024. Using artificial intelligence to foster students’ writing feedback literacy, engagement, and outcome: A case of Wordtune application. Interactive Learning Environments. 32(9), 5020–5040.

[8] Guo, K., Pan, M., Li, Y., et al., 2024. Effects of an AI-supported approach to peer feedback on university EFL students’ feedback quality and writing ability. The Internet and Higher Education. 63, 100962. DOI: https://doi.org/10.1016/j.iheduc.2024.100962

[9] Aown, N., 2023. Exploring the efficacy of instruction and its interaction with linguistic complexity: Explicit or implicit form-focused instruction? International Journal of Research in Humanities and Social Science. 10(2), 23–35.

[10] Chan, A.Y., 2006. An algorithmic approach to error correction: An empirical study. Foreign Language Annals. 39(1), 131–147.

[11] Bartosh, O.P., Bartosh, T.P., 2019. The effectiveness of various types of psychological correction of anxiety in primary school. Behavioral Sciences. 10(1), 20. DOI: https://doi.org/10.3390/bs10010020

[12] Benson, P., Voller, P., 2014. Introduction: Autonomy and independence in language learning. In: Autonomy and independence in language learning (pp. 1–12), Routledge: London, UK. pp. 1–12.

[13] Chong, S.W., 2019. A systematic review of written corrective feedback research in ESL/EFL contexts. Language Education & Assessment. 2(2), 57–69.

[14] Pan, Z., Wang, Y., 2025. From technology-challenged teachers to empowered digitalized citizens: Exploring the profiles and antecedents of teacher AI literacy in the Chinese EFL context. European Journal of Education. 60(1), 1–6. DOI: https://doi.org/10.1111/ejed.70020

[15] Wang, X., Gao, Y., Wang, Q., et al., 2025. Fostering engagement in AI‑mediated Chinese EFL classrooms: The role of classroom climate, AI literacy, and resilience. European Journal of Education. 60(1), 89–102. DOI: https://doi.org/10.1111/ejed.12874

[16] Guo, Y., Wang, Y., 2025. Exploring the effects of artificial intelligence application on EFL students’ academic engagement and emotional experiences: A mixed-methods study. European Journal of Education. 60(1), e12812. DOI: https://doi.org/10.1111/ejed.12812

[17] Long, M., 1996. The role of the linguistic environment in second language acquisition. In: Handbook of Second Language Acquisition. Academic Press: San Diego, CA, USA. pp. 413–468.

[18] Krashen, S., 1985. The Input Hypothesis: Issues and Implications. Pergamon Press: Oxford, UK.

[19] Swain, M., 1985. Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In: Gass, S., Madden, C., (eds.). Input in Second Language Acquisition. Newbury House: Rowley, MA, USA. pp. 235–253.

[20] Schmidt, R.W., 1990. The role of consciousness in second language learning. Applied Linguistics. 11(2), 129–158. DOI: https://doi.org/10.1093/applin/11.2.129

[21] Kao, C.W., Reynolds, B.L., 2022. What we need to know about student writers’ grammar learning and correction. Applied Linguistics Review. 13(2), 175–199. DOI: https://doi.org/10.1515/applirev-2019-0016

[22] Farrokhi, F., Sattarpour, S., 2012. The effects of direct written corrective feedback on improvement of grammatical accuracy of high‑proficient L2 learners. World Journal of Education. 2(2), 49–57. DOI: https://doi.org/10.5430/wje.v2n2p49

[23] Wang, D., 2024. Teacher-versus AI‑generated (Poe application) corrective feedback and language learners’ writing anxiety, complexity, fluency, and accuracy. International Review of Research in Open and Distributed Learning. 25(3), 37–56. DOI: https://doi.org/10.19173/irrodl.v25i3.7646

[24] Alrabai, F., 2021. The influence of autonomy‑supportive teaching on EFL students’ classroom autonomy: An experimental intervention. Frontiers in Psychology. 12, 728657. DOI: https://doi.org/10.3389/fpsyg.2021.728657

[25] Cheng, X., Zhang, L.J., 2021. Teacher written feedback on English as a foreign language learners’ writing: Examining native and nonnative English‑speaking teachers’ practices in feedback provision. Frontiers in Psychology. 12, 629921. DOI: https://doi.org/10.3389/fpsyg.2021.629921

[26] Fallah, N., Nazari, M., 2019. L2 teachers’ beliefs about corrective feedback: The mediating role of experience. English Teaching & Learning. 43, 147–164. DOI: https://doi.org/10.1007/s42321-019-00020-7

[27] Jamshed, M., Manjur Ahmed, A.S., Sarfaraj, M., et al., 2024. The impact of ChatGPT on English language learners’ writing skills: An assessment of AI feedback on mobile. International Journal of Interactive Mobile Technologies. 18(19), 18–25.

[28] Shadiev, R., Feng, Y., 2024. Using automated corrective feedback tools in language learning: A review study. Interactive Learning Environments. 32(6), 2538–2566.

[29] Wu, L., Wu, Y., Zhang, X., 2021. L2 learner cognitive psychological factors about artificial intelligence writing corrective feedback. English Language Teaching. 14(10), 70–83. DOI: https://doi.org/10.5539/elt.v14n10p70

[30] Macías Borrego, M., 2023. Towards a digital assessment: Artificial intelligence assisted error analysis in ESL. Integrated Journal for Research in Arts and Humanities. 3(4), 76–84.

[31] Godwin-Jones, R., O’Neill, E., Ranalli, J., 2024. Integrating AI tools into instructed second language acquisition. In: Chapelle, C.A., Beckett, G.H., Ranalli, J. (eds.), Exploring Artificial Intelligence in Applied Linguistics. Iowa State University Digital Press: Ames, IA, USA. pp. 9–23). DOI: https://doi.org/10.31274/isudp.2024.154.02

[32] Park, C., Yang, Y., Lee, C., et al., 2020. Comparison of the evaluation metrics for neural grammatical error correction with overcorrection. IEEE Access. 8, 106264–106272. DOI: https://doi.org/10.1109/ACCESS.2020.2998149

[33] Xu, T., Wang, H., 2024. The effectiveness of artificial intelligence on English language learning achievement. System. 125, 103428.

[34] Hooda, M., Rana, C., Dahiya, O., et al., 2022. Artificial intelligence for assessment and feedback to enhance student success in higher education. Mathematical Problems in Engineering. 2022(1), 5215722. DOI: https://doi.org/10.1155/2022/5215722

[35] Isaee, H., Barjesteh, H., 2023. EFL teachers’ professional development needs: A comparative phenomenological analysis for face‑to‑face and online instruction. Journal of Studies in Learning and Teaching English. 12(2), 45–56.

[36] Wei, L., 2023. Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self‑regulated learning. Frontiers in Psychology. 14, 1261955. DOI: https://doi.org/10.3389/fpsyg.2023.1261955

Downloads

How to Cite

Rokan Mansoor, K., Mousavi, K., & Shokri, A. (2025). Investigating the Effects of AI and Teacher-Based Explicit Correction on Learner Autonomy and Grammatical Accuracy. Forum for Linguistic Studies, 7(8), 498–510. https://doi.org/10.30564/fls.v7i8.9643

Issue

Vol. 7 , Iss. 8 (August 2025)

Article Type

Article

License

Copyright © 2025 Khalid Rokan Mansoor, Khorshid Mousavi, Afsaneh Shokri

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.