Exploring the Impact of AI‐Driven Writing Tutor Chatbots on Adolescent L2 Writers’ Revision and Editing: A Complexity, Cohesion, and Accuracy Analysis

ABSTRACT

This study investigates how AI‐driven writing tutor chatbots influence adolescent L2 writers’ revision and editing during process writing, focusing on the effects on linguistic complexity, cohesion, and accuracy. A total of 71 Korean middle school English learners revised and edited their drafts with the assistance of stage‐specific chatbots across two genres: expository and argumentative essays. The impact of the chatbots was analyzed according to each stage of the writing process. During revision, changes in lexical and lexicogrammatical complexity and cohesive features were examined; during editing, changes in grammatical and mechanical accuracy were assessed. The findings revealed that the writing tutor chatbots effectively supported learners’ revision and editing, resulting in notable improvements across targeted dimensions of complexity, cohesion, and accuracy. Furthermore, genre‐specific differences were observed, suggesting that the chatbots’ effects may vary depending on the rhetorical and linguistic demands of each genre. The study provides pedagogical insights for integrating AI chatbots into process‐oriented writing instruction for L2 learners.