AI-Facilitated Article Revisions for Primary School Students With Writing Difficulties: Effects of a Large Language Model-Based PDRPE Approach on Writing Performance, Attitude and Anxiety

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-09-21 DOI:10.1111/jcal.70131

Xinli Zhang, Ruiting Huang, Ruihua Zhang, Mingyi Li, Yun-Fang Tu, Yuchen Chen, Lailin Hu, Gwo-Jen Hwang

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引用次数: 0

Abstract

Background

Primary school is key to developing writing skills. However, students may face challenges in identifying and revising articles due to weak language skills, organisational thinking, comprehension, and analytical skills. Therefore, improving the writing skills of primary school students with writing difficulties has become important.

Objective

Conventional writing instruction often lacks immediate, targeted feedback, whereas large language models (LLMs) offer personalised support to help students with writing difficulties improve their writing quality.

Method

This study proposed an LLM-supported PDRPE (plan, draft, revise, present, and evaluate) approach and explored its impact on the writing performance, learning attitude, and writing anxiety of primary school students with writing difficulties. Through screening, 56 participants were recruited. Among them, 29 students in the experimental group adopted the LLM-based PDRPE approach, while 27 students in the control group used the C-PDRPE approach.

Results and Conclusions

The results showed that although there was no significant difference in the number of words, the LLM-based PDRPE approach better facilitated students' writing performance regarding the basic competence index (including the level of detail, expression, rhetoric, and vocabulary, and transitions) and other hard measurement indexes (including the number of sentences, typo rate, and punctuation error rate). Additionally, the LLM-based PDRPE approach better improved students' writing attitude and alleviated writing anxiety. Moreover, the interview results indicated that the LLM-based PDRPE approach is effective in supporting the revision process. Therefore, this study provides valuable references and insights for future research on the application of LLM and effective instruction for students with writing difficulties.

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基于ai的小学生作文修改：基于大语言模型的PDRPE方法对写作表现、态度和焦虑的影响

小学是培养写作技能的关键。然而，由于学生的语言能力、组织思维、理解和分析能力较弱，他们在识别和修改文章时可能会面临挑战。因此，提高写作困难小学生的写作技巧就显得尤为重要。传统的写作教学往往缺乏即时的、有针对性的反馈，而大型语言模型（llm）提供个性化的支持，帮助有写作困难的学生提高写作质量。方法采用法学硕士支持的PDRPE（计划、起草、修改、呈现、评估）方法，探讨其对写作困难小学生写作成绩、学习态度和写作焦虑的影响。通过筛选，招募了56名参与者。其中实验组29名学生采用基于llm的PDRPE方法，对照组27名学生采用C-PDRPE方法。结果表明，虽然在字数上没有显著差异，但在基本能力指标（包括细节水平、表达水平、修辞水平、词汇水平和过渡）和其他硬测量指标（包括句子数、错别率和标点错误率）上，基于llm的PDRPE方法更有利于学生的写作成绩。此外，以法学硕士为基础的PDRPE教学方式能更好地改善学生的写作态度，缓解学生的写作焦虑。此外，访谈结果表明，基于法学硕士的PDRPE方法在支持修订过程中是有效的。因此，本研究为今后研究法学硕士的应用和对写作困难学生的有效指导提供了有价值的参考和见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope