The Impact of AI-Assisted vs. Instructor-Provided Feedback on Awe,Autonomy,and Letter Writing Skills in Introverted and Extroverted EFL Learners in Online Learning Environments

Abstract

This study examines the impact of AI-assisted feedback on awe, autonomy, and letter writing skills among introverted and extroverted English as a Foreign Language (EFL) learners in an online learning environment. From an initial pool of 130 fifth-semester EFL sophomores, 68 intermediate-level learners (based on Oxford Placement Test scores) were selected for analysis and randomly assigned to either an experimental group (n = 34; 19 extroverted, 15 introverted) receiving AI-assisted feedback, or a comparative group (n = 34; 16 extroverted, 18 introverted) receiving instructor-provided feedback. The participants’ personality traits were assessed using the Eysenck Personality Inventory, classifying them as extroverted or introverted within each group. To evaluate changes in awe and autonomy, the participants completed the original Awe Questionnaire (AQ) and Learner Autonomy Questionnaire before the intervention and adapted versions of these questionnaires after the intervention. Letter writing performance was assessed through pre- and post-tests. Statistical analysis using a mixed-design ANOVA revealed that the AI-assisted feedback significantly enhanced awe scores, autonomy scores, and letter writing performance compared to the instructor-provided feedback. These findings suggest that AI tools can effectively foster positive emotional experiences and improve writing skills among EFL learners, emphasizing the value of integrating AI in language education to support diverse personality traits.

Keywords

AI awe autonomy letter writing introversion extroversion online class

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