Mobina Ahmadi - Department of Teaching English and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran
Natasha Pourdana - Department of Teaching English and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran

This study investigated the impact of using artificial intelligence-based (AI) writing assistant applications on English as a Foreign Language(EFL) learners' e-writing performance and their writing feedback literacy. To do so, ۶۰ Iranian EFL learners were non-randomly selected anddivided into an experimental group (n = ۳۰) whose narrative writing performance was given automated corrective feedback with AI-poweredWordtune, and a control group (n = ۳۰) who received regular teacher-directed corrections on their written assignments. The experimentspanned approximately ۱۰ weeks, during which both groups attended ۹۰-minute online sessions. In every session, both groups completed anarrative of ۸۰ to ۱۰۰ words based on a given topic. The results of the post-intervention interviews from ۱۰ randomly selected participantsfrom each group demonstrated the positive academic and affective impacts of the digital writing assistant on EFL learners' e-writingperformance. Furthermore, it was found that the participants in the experimental group showed improved understanding and utilization offeedback they received through Wordtune. The findings of the study have several implications for L۲ teachers and learners to make room forusing AI-based applications to improve writing performance in a more inspiring and motivating environment

Artificial intelligence, Digital writing assistant, Narrative writing, Wordtune, Writing feedback literacy