Intermediality in Student Writing: A Preliminary Study on The Supportive Potential of Generative Artificial Intelligence
Zhadyra Smailova
,
Saule Abisheva
,
Кarlygash Zhapparkulova
,
Ainura Junissova
,
Khorlan Kaskabassova
The proliferating field of writing education increasingly intersects with technological innovations, particularly generative artificial intelligence (.
- Pub. date: July 15, 2025
- Online Pub. date: May 29, 2025
- Pages: 847-857
- 70 Downloads
- 446 Views
- 0 Citations
Abstract:
The proliferating field of writing education increasingly intersects with technological innovations, particularly generative artificial intelligence (GenAI) resources. Despite extensive research on automated writing evaluation systems, no empirical investigation has been reported so far on GenAI’s potential in cultivating intermedial writing skills within first language contexts. The present study explored the impact of ChatGPT as a writing assistant on university literature students’ intermedial writing proficiency. Employing a quasi-experimental design with a non-equivalent control group, researchers examined 52 undergraduate students’ essay writings over a 12-week intervention. Participants in the treatment group harnessed the conversational agent for iterative essay refinement, while the reference group followed traditional writing processes. Utilizing a comprehensive four-dimensional assessment rubric, researchers analyzed essays in terms of relevance, integration, specificity, and balance of intermedial references. Quantitative analyses revealed significant improvements in the AI-assisted group, particularly in relevance and insight facets. The findings add to the research on technology-empowered writing learning.
Keywords: Artificial intelligence, automated writing evaluation, ChatGPT, intermedia, transmedia.
References
Aulia, U. Y., & Oktaviani, L. (2024). Enhancing civic engagement through podcasting: A modern approach for higher education. Media Practice and Education. Advance online publication. https://doi.org/10.1080/25741136.2024.2426074
Caldwell, T. G. (2023). Jazzthetic technique: Oralizing fiction and jazz strategies in Toni Morrison’s Jazz. Humanities, 12(4), Article 79. https://doi.org/10.3390/h12040079
Cao, J., & Liu, X. (2024). The melody of language learning at intermediate and upper levels: An emphasis on free discussion panels as an indispensable part of language classes and the effects on willingness to communicate, growth mindfulness, and autonomy. BMC Psychology, 12, Article 159. https://doi.org/10.1186/s40359-024-01645-5
Chen, B., Bao, L., Zhang, R., Zhang, J., Liu, F., Wang, S., & Li, M. (2023). A multi-strategy computer-assisted EFL writing learning system with deep learning incorporated and its effects on learning: A writing feedback perspective. Journal of Educational Computing Research, 61(8), 1596-1638. https://doi.org/10.1177/07356331231189294
Cong, Y. (2025). Demystifying large language models in second language development research. Computer Speech and Language, 89, Article 101700. https://doi.org/10.1016/j.csl.2024.101700
Cutillas, A., Benolirao, E., Camasura, J., Golbin, R., Jr., Yamagishi, K., & Ocampo, L. (2023). Does mentoring directly improve students’ research skills? Examining the role of information literacy and competency development. Education Sciences, 13(7), Article 694. https://doi.org/10.3390/educsci13070694
Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20, Article 57. https://doi.org/10.1186/s41239-023-00425-2
Formosa, P., Bankins, S., Matulionyte, R., & Ghasemi, O. (2024). Can ChatGPT be an author? Generative AI creative writing assistance and perceptions of authorship, creatorship, responsibility, and disclosure. AI and Society. Advance online publication. https://doi.org/10.1007/s00146-024-02081-0
Fu, Q.-K., Zou, D., Xie, H., & Cheng, G. (2024). A review of AWE feedback: Types, learning outcomes, and implications. Computer Assisted Language Learning, 37(1-2), 179-221. https://doi.org/10.1080/09588221.2022.2033787
Fusillo, M., & Lino, M. (2024). Inter-mediality in digital media environment. New Techno-Humanities, 4(1), 58-64. https://doi.org/10.1016/j.techum.2024.11.002
Hankin, C. D. (2021). “Enraizados da letra”: Lyrics and the letter in Brazilian, Cuban, and Haitian rap. Journal of Latin American Cultural Studies, 30(4), 619-640. https://doi.org/10.1080/13569325.2021.2017270
He, C., & Bruhn, J. (2023). Introduction to re-considering intermediality across disciplines: New directions. European Review, 31(S1), S1-S6. https://doi.org/10.1017/S1062798723000467
Hidayat, M. T. (2024). Effectiveness of AI-based personalised reading platforms in enhancing reading comprehension. Journal of Learning for Development, 11(1), 115-125. https://doi.org/10.56059/jl4d.v11i1.955
Jackaria, P. M., Hajan, B. H., & Mastul, A.-R. H. (2024). A comparative analysis of the rating of college students’ essays by ChatGPT versus human raters. International Journal of Learning Teaching and Educational Research, 23(2), 478-492. https://doi.org/10.26803/ijlter.23.2.23
Jensen, S. K., & Schirrmacher, B. (2024). Stronger together: Moving towards a combined multimodal and intermedial model. Multimodality and Society, 4(4), 445-467. https://doi.org/10.1177/26349795241259606
Kim, J., Yu, S., Detrick, R., & Li, N. (2025). Exploring students’ perspectives on generative AI-assisted academic writing. Education and Information Technologies, 30, 1265-1300. https://doi.org/10.1007/s10639-024-12878-7
Kitt, A., & Sanders, K. (2024). Imprinting in HR process research: A systematic review and integrative conceptual model. International Journal of Human Resource Management, 35(12), 2057-2100. https://doi.org/10.1080/09585192.2022.2131457
Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 6, Article 100174. https://doi.org/10.1016/j.caeo.2024.100174
Li, H., Wang, Y., Luo, S., & Huang, C. (2024). The influence of GenAI on the effectiveness of argumentative writing in higher education: Evidence from a quasi-experimental study in China. Journal of Asian Public Policy. Advance online publication. https://doi.org/10.1080/17516234.2024.2363128
Lu, Q., Zhu, X., Zhu, S., & Yao, Y. (2024). Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective. Assessing Writing, 62, Article 100889. https://doi.org/10.1016/j.asw.2024.100889
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), Article 2236469. https://doi.org/10.1080/2331186x.2023.2236469
Mayer, R. E. (2024). The past, present, and future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36, Article 8. https://doi.org/10.1007/s10648-023-09842-1
Meyer, J., Jansen, T., Schiller, R., Liebenow, L. W., Steinbach, M., Horbach, A., & Fleckenstein, J. (2024). Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions. Computers and Education Artificial Intelligence, 6, Article 100199. https://doi.org/10.1016/j.caeai.2023.100199
Mulhim, E. N. A., & Ismaeel, D. A. (2024). Learning sustainability: Post-graduate students’ perceptions on the use of social media platforms to enhance academic writing. Sustainability, 16(13), Article 5587. https://doi.org/10.3390/su16135587
Ng, D. T. K., Tan, C. W., & Leung, J. K. L. (2024). Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study. British Journal of Educational Technology, 55(4), 1328-1353. https://doi.org/10.1111/bjet.13454
Ostovar-Namaghi, S. A., Morady Moghaddam, M., & Veysmorady, K. (2024). Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688241227896
Riu-Comut, L. (2025). Beyond the déjà-vu: Intermedial tranpositions of the film noir motif of the automobile in contemporary Anglo-American and French novel. Journal of Transport History. Advance online publication. https://doi.org/10.1177/00225266251327366
Sengar, S. S., Hasan, A. B., Kumar, S., & Carroll, F. (2024). Generative artificial intelligence: A systematic review and applications. Multimedia Tools and Applications. Advance online publication. https://doi.org/10.1007/s11042-024-20016-1
Sharkey, A., Kovács, B., & Hsu, G. (2023). Expert critics, rankings, and review aggregators: The changing nature of intermediation and the rise of markets with multiple intermediaries. Academy of Management Annals, 17(1), 1-36. https://doi.org/10.5465/annals.2021.0025
Shi, H., & Aryadoust, V. (2024). A systematic review of AI-based automated written feedback research. ReCALL, 36(2), 187-209. https://doi.org/10.1017/S0958344023000265
Tise, J. C., Hernandez, P. R., & Schultz, P. W. (2023). Mentoring underrepresented students for success: Self-regulated learning strategies as a critical link between mentor support and educational attainment. Contemporary Educational Psychology, 75, Article 102233. https://doi.org/10.1016/j.cedpsych.2023.102233
Tsang, S. C. S., Lam, C. Y., & Cheng, L. (2022). Intermedia and interculturalism: practitioners’ perspectives on an interactive theatre for young ethnic minority students in Hong Kong. Language and Intercultural Communication, 22(2), 141-154. https://doi.org/10.1080/14708477.2021.2016789
Wang, J., & Shibayama, S. (2022). Mentorship and creativity: Effects of mentor creativity and mentoring style. Research Policy, 51(3), Article 104451. https://doi.org/10.1016/j.respol.2021.104451
Xia, L., Shen, W., Fan, W., & Wang, G. A. (2024). Knowledge-aware learning framework based on schema theory to complement large learning models. Journal of Management Information Systems, 41(2), 453-486. https://doi.org/10.1080/07421222.2024.2340827
Yang, J., Jin, H., Tang, R., Han, X., Feng, Q., Jiang, H., Zhong, S., Yin, B., & Hu, X. (2024). Harnessing the power of LLMs in practice: A survey on ChatGPT and beyond. ACM Transactions on Knowledge Discovery From Data, 18(6), 1-32. https://doi.org/10.1145/3649506