Using AI-assisted tools to enhance secondary students' writing performance and metacognition

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Abstract

This study examines the impact of AI-assisted tools on secondary school students' Chinese writing performance and metacognition, focusing on factors related to students, teachers, and technology. Using an action research methodology, 31 Form 5 students from a secondary school in Hong Kong SAR utilized a self-developed writing tool across three stages: "planning," "translating," and "reviewing." The results revealed significant improvements in writing performance, particularly in content, alongside notable advancements in metacognition, especially during the "translating" stage. Key factors influencing outcomes included students' perceptions of AI, their operational skills, and the way teachers introduced AI tools. The study underscores that, with proper guidance, AI can enhance writing and metacognition, emphasizing mastery of standards as essential for effective AI-assisted learning.

Author

• Wing Kiu Leung, The Chinese University of Hong Kong