Doubao as a GenAI Scaffold in Senior High School EFL Writing
Psicologia Educativa, 2026
Abstract
This study examines senior high school students’ experiences using Doubao, a domestic generative AI tool, for English writing feedback. A mixed-methods case study involving 90 Grade 11 EFL students over one semester.
At a glance: 90 students · CEQ reliability α = 0.950 · Score improvement +2.78 · Effect size d = 0.60
The Integrated AI-Human Collaborative Model
The four-stage pedagogical model for structured AI-teacher sequencing:
| Stage | Focus | Role |
|---|---|---|
| 1. Pre-writing | Teacher guides AI prompting strategies | Teacher-led |
| 2. Drafting | Doubao provides grammar & vocabulary feedback | AI-assisted |
| 3. Revision | Teacher gives higher-order feedback on rhetoric | Teacher-led |
| 4. Reflection | Students critically evaluate AI suggestions | Student-led |
Writing Score Improvement
| Pre-test | Post-test | Change | |
|---|---|---|---|
| Mean Score | 21.72 | 24.50 | +2.78 |
| Effect Size | d = 0.60 (medium) |
Key Findings
- Doubao’s value: Instant feedback, content support, vocabulary/grammar assistance
- Limitations: Contextual misinterpretations, insufficient sensitivity to individual trajectories
- AI vs. Human: Students clearly distinguished between AI (lower-order) and teacher (higher-order) feedback
- Conclusion: Doubao works best as a supplementary tool with structured teacher guidance
Keywords: Generative AI, Doubao, EFL writing, AI-assisted feedback, AI-human collaboration
Recommended citation: Wang, S. & *Tan, L. (2026). Doubao as a GenAI scaffold in senior high school EFL writing: A practice-oriented framework for improving writing performance. Psicologia Educativa, 14, 19–33.
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