How Secondary English Teachers Integrate AI-Guided Chatbots in Writing Feedback: Insights from Activity Theory

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 09: Innovative Design and Models for Teaching and Teacher Education Virtual Poster Session

Abstract

The use of AI-guided chatbots as supplementary tools in L2 writing instruction is growing, but how teachers integrate these tools into their feedback and the influencing factors remain unclear. Using Activity Theory, this study involved 13 secondary English teachers from two public schools in southern China who employed the AI chatbot Kimi to support feedback on student writing. Results showed differences in feedback features between Kimi and teachers, with a complementary relationship between chatbot and teacher feedback. The study identified key elements of the AI-supported feedback activity system, including subjects, goals, tools, community, rules, and labor division. Findings provide empirical support for the supportive role of AI chatbots, highlighting the synergy between AI and teacher feedback to improve L2 writing instruction.

Authors

• Yuan Yao, Hong Kong Polytechnic University

• Xinhua Zhu, Hong Kong Polytechnic University

• Longhai Xiao, Zhejiang University

• Hongbiao Yin, The Chinese University of Hong Kong

• Qi Lu, The Chinese University of Hong Kong