Exploring GenAI affordance in EFL continuation task instruction for developing Chinese high school students’ writing complexity, accuracy and fluency
Yongliang Wang; Han Shi · 2026 · Discover Computing
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
Abstract The role of generative artificial intelligence (GenAI) affordance in specific task teaching, particularly the continuation writing task, remains insufficiently theorized and empirically underexplored. To bridge this research gap, a repeated-measures intervention study was conducted within the framework of Dynamic Systems Theory (DST) to investigate the implementation of GenAI-assisted continuation task instruction and its associations with the development of English as a Foreign Language (EFL) students’ writing performance. Twenty-five Chinese EFL high school students participated in
Abstract by Yongliang Wang; Han Shi, Discover Computing (2026) — licensed CC BY 4.0.
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Metadata source: OpenAlex · DOI 10.1007/s10791-026-10241-7