Students perceived the ACF-PA approach positively, citing technical benefits, enriched learning content, an optimized learning process, and motivation to think deeply¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Thematic analysis of interviews identified four main categories of perceived advantages: technical benefits, enriched learning content, optimized learning process, and motivated to think deeply. → Chen-Chen Liu 2025

Evidence¶

Chen-Chen Liu 2025¶

Chen-Chen Liu, Gwo-Jen Hwang, Peng Yu, Yun-Fang Tu, Youmei Wang. (2025). Effects of an automated corrective feedback-based peer assessment approach on students' learning achievement, motivation, and self-regulated learning conceptions in foreign language pronunciation. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10484-z

q2 · i? · causal · r2

Semi-structured interviews with 10 students per group (162 coded responses); thematic analysis identified four categories of perceived advantages, with students describing the AI tool as "convenient" and praising its accuracy and personalized guidance.

"the researcher adopted thematic analysis to classify the students' responses about the advantages into four main categories, namely "technical benefits," "enriched learning content," "optimized learning process," and "motivated to think deeply""

Discussion¶

Related Claims¶

• Students using the ACF-PA approach developed significantly greater self-regulated learning conceptions than students using the C-PA approach — related
• Students using the ACF-PA approach showed significantly higher intrinsic motivation than students using the C-PA approach, with no significant difference in extrinsic motivation — related