Speaker
Description
This study examines how the AI translation tool DeepL Write affects learners’ self-recognition, particularly their self-reflection on changes in their learning processes. Thirty first-year literature students participated in a six-month Academic Writing course, completing in-class writing tasks with DeepL Write for revisions. Self-assessment data collected before and after the course showed significant changes in Seeking Internal Feedback and Self-Reflection, suggesting that DeepL Write may enhance learners’ self-assessment and reflective practices.
Summary
This study examines how the AI translation tool DeepL Write affects learners’ self-recognition, particularly their self-reflection on changes in their learning processes. Thirty first-year literature students participated in a six-month Academic Writing course, completing in-class writing tasks with DeepL Write for revisions. Self-assessment data collected before and after the course showed significant changes in Seeking Internal Feedback and Self-Reflection, suggesting that DeepL Write may enhance learners’ self-assessment and reflective practices.
| Teaching Context | College and university education |
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