Exploring the Role of AI-Assisted Revision with Instructional Scaffolding: A Comparative Study among Korean University Students

doi:10.18627/jslg.41.1.202505.41

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2025 Vol.41, Issue 1 Preview Page Next Page

Research Article

Exploring the Role of AI-Assisted Revision with Instructional Scaffolding: A Comparative Study among Korean University Students: Chong, Hyein^1*; ¹Chungnam National University

31 May 2025. pp. 41-58

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Abstract

Exploring the Role of AI-Assisted Revision with Instructional Scaffolding: A Comparative Study among Korean University Students. This study investigated how varying levels of teacher guidance shape the way students revise their writing when using AI support tools. A total of 139 Korean university students engaged in a multi-step writing process, which included planning, drafting, revising with ChatGPT feedback, and final submission. Participants were divided into two groups: one received structured, in-class instruction at each stage, while the other completed the tasks independently with minimal intervention. Quantitative analysis, based on metrics such as word count, sentence length, and lexical variety, revealed that only the supported group demonstrated consistent and statistically significant improvements. In addition, qualitative observations showed that students with classroom guidance engaged more critically and thoughtfully with AI-generated suggestions, often making deeper changes to structure and meaning. These findings suggest that while AI can assist with writing tasks, its benefits are best realized when embedded within a pedagogically scaffolded environment.

Keywords

AI-assisted writing

instructional scaffolding

process writing

lexical diversity

EFL writing

References

Abdelhalim, S. M. 2024. Using ChatGPT to Promote Research Competency: English as a Foreign Language Undergraduates’ Perceptions and Practices Across Varied Metacognitive Awareness Levels. Journal of Computer Assisted Learning 40.3, 1261-1275.10.1111/jcal.12948
Badger, R. and White, G. 2000. A Process Genre Approach to Teaching Writing. ELT Journal 54.2, 153-160. 10.1093/elt/54.2.153
Carrier, J. and Heywood, D. 2024. ChatGPT in the EFL Writing Classroom: Perceptions of AI Chatbot Assistance among Korean University Students. Linguistic Science 31.3, 81-110.10.14384/kals.2024.31.3.081
Guo, K., Wang, J., and Chu, S. K. W. 2022. Using Chatbots to Scaffold EFL Students’ Argumentative Writing. Assessing Writing 54, 100666.10.1016/j.asw.2022.100666
Hammond, J. and Gibbons, P. 2005. Putting Scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education. Prospect: An Australian Journal of TESOL 20.1, 6-23.
Hyland, K. 2019. Process Approaches to Writing Instruction. In Second Language Writing (2nd ed.). Cambridge: Cambridge University Press, 46-70.
Kim, J., Yu, S., Lee, S. S., and Detrick, R. 2025. Students’ Prompt Patterns and Its Effects in AI-assisted Academic Writing: Focusing on Students’ Level of AI Literacy. Journal of Research on Technology in Education, 1-18. 10.1080/15391523.2025.2456043
Kim, Y. J. and Kang, S. 2020. Writing to Make Meaning through Collaborative Multi Modal Composing among Korean EFL Learners: Writing Processes, Writing Quality and Student Perception. Computers and Composition 58, 102609.10.1016/j.compcom.2020.102609
Malvern, D., Richards, B., Chipere, N., and Durán, P. 2004. Lexical Diversity and Language Development. Palgrave Macmillan UK, 16-30.10.1057/9780230511804_2
McCarthy, P. M. 2005. An Assessment of the Range and Usefulness of Lexical Diversity Measures and the Potential of the Measure of Textual, Lexical Diversity (MTLD), Doctoral dissertation, The University of Memphis.
Ortega, L. 2003. Syntactic Complexity Measures and Their Relationship to L2 Proficiency: A Research Synthesis of College‐level L2 Writing. Applied Linguistics 24.4, 492-518. 10.1093/applin/24.4.492
Seo, J. Y. 2024. Exploring the Educational Potential of ChatGPT: AI-assisted Narrative Writing for EFL College Students. Language Teaching Research Quarterly 43, 1-21.10.32038/ltrq.2024.43.01
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Song, C. and Song, Y. 2023. Enhancing Academic Writing Skills and Motivation: Assessing the Efficacy of ChatGPT in AI-assisted Language Learning for EFL Students. Frontiers in Psychology 14, 1260843.10.3389/fpsyg.2023.1260843 38162975 PMC10754989
Teng, M. F. 2025. Metacognitive Awareness and EFL Learners’ Perceptions and Experiences in Utilising ChatGPT for Writing Feedback. European Journal of Education 60.1. e12811.10.1111/ejed.12811
Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press, 79-91.
Wood, D., Bruner, J. S., and Ross, G. 1976. The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry 17.2, 89-100.10.1111/j.1469-7610.1976.tb00381.x 932126
Yu, H. 2023. Reflection on Whether Chat GPT Should be Banned by Academia from the Perspective of Education and Teaching. Frontiers in Psychology 14, 1181712.10.3389/fpsyg.2023.1181712 37325766 PMC10267436

Information

Publisher :The Modern Linguistic Society of Korea
Publisher(Ko) :한국현대언어학회
Journal Title :The Journal of Studies in Language
Journal Title(Ko) :언어연구
Volume : 41
No :1
Pages :41-58
DOI :https://doi.org/10.18627/jslg.41.1.202505.41

[1] Abdelhalim, S. M. 2024. Using ChatGPT to Promote Research Competency: English as a Foreign Language Undergraduates’ Perceptions and Practices Across Varied Metacognitive Awareness Levels. Journal of Computer Assisted Learning 40.3, 1261-1275.10.1111/jcal.12948

[2] Badger, R. and White, G. 2000. A Process Genre Approach to Teaching Writing. ELT Journal 54.2, 153-160. 10.1093/elt/54.2.153

[3] Carrier, J. and Heywood, D. 2024. ChatGPT in the EFL Writing Classroom: Perceptions of AI Chatbot Assistance among Korean University Students. Linguistic Science 31.3, 81-110.10.14384/kals.2024.31.3.081

[4] Guo, K., Wang, J., and Chu, S. K. W. 2022. Using Chatbots to Scaffold EFL Students’ Argumentative Writing. Assessing Writing 54, 100666.10.1016/j.asw.2022.100666

[5] Hammond, J. and Gibbons, P. 2005. Putting Scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education. Prospect: An Australian Journal of TESOL 20.1, 6-23.

[6] Hyland, K. 2019. Process Approaches to Writing Instruction. In Second Language Writing (2nd ed.). Cambridge: Cambridge University Press, 46-70.

[7] Kim, J., Yu, S., Lee, S. S., and Detrick, R. 2025. Students’ Prompt Patterns and Its Effects in AI-assisted Academic Writing: Focusing on Students’ Level of AI Literacy. Journal of Research on Technology in Education, 1-18. 10.1080/15391523.2025.2456043

[8] Kim, Y. J. and Kang, S. 2020. Writing to Make Meaning through Collaborative Multi Modal Composing among Korean EFL Learners: Writing Processes, Writing Quality and Student Perception. Computers and Composition 58, 102609.10.1016/j.compcom.2020.102609

[9] Malvern, D., Richards, B., Chipere, N., and Durán, P. 2004. Lexical Diversity and Language Development. Palgrave Macmillan UK, 16-30.10.1057/9780230511804_2

[10] McCarthy, P. M. 2005. An Assessment of the Range and Usefulness of Lexical Diversity Measures and the Potential of the Measure of Textual, Lexical Diversity (MTLD), Doctoral dissertation, The University of Memphis.

[11] Ortega, L. 2003. Syntactic Complexity Measures and Their Relationship to L2 Proficiency: A Research Synthesis of College‐level L2 Writing. Applied Linguistics 24.4, 492-518. 10.1093/applin/24.4.492

[12] Seo, J. Y. 2024. Exploring the Educational Potential of ChatGPT: AI-assisted Narrative Writing for EFL College Students. Language Teaching Research Quarterly 43, 1-21.10.32038/ltrq.2024.43.01

[13] Seow, A. 2002. The Writing Process and Process Writing. In J. C. Richards & W. A. Renandya(eds.), Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press, 315-320.10.1017/CBO9780511667190.044

[14] Song, C. and Song, Y. 2023. Enhancing Academic Writing Skills and Motivation: Assessing the Efficacy of ChatGPT in AI-assisted Language Learning for EFL Students. Frontiers in Psychology 14, 1260843.10.3389/fpsyg.2023.1260843 38162975 PMC10754989

[15] Teng, M. F. 2025. Metacognitive Awareness and EFL Learners’ Perceptions and Experiences in Utilising ChatGPT for Writing Feedback. European Journal of Education 60.1. e12811.10.1111/ejed.12811

[16] Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press, 79-91.

[17] Wood, D., Bruner, J. S., and Ross, G. 1976. The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry 17.2, 89-100.10.1111/j.1469-7610.1976.tb00381.x 932126

[18] Yu, H. 2023. Reflection on Whether Chat GPT Should be Banned by Academia from the Perspective of Education and Teaching. Frontiers in Psychology 14, 1181712.10.3389/fpsyg.2023.1181712 37325766 PMC10267436

The Journal of Studies in Language ISSN:1225-4770(Print) 2671-6151(Online) 언어연구

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