IJIET 2026 Vol.16(1): 39-49
doi: 10.18178/ijiet.2026.16.1.2481
doi: 10.18178/ijiet.2026.16.1.2481
Serial Dual Mediation with Hybrid Effects: Unraveling iWrite’s Impact on Writing Ability through Feedback Quality and Self-Regulation
Pengbiao Zhang, Fengjunzi Wang*, and Lijuan Zhao
Department of Foreign Languages, Hubei Business College, Hubei, China
Email: Joshua.zhangpb@gmail.com (P.Z.); wangfengjunzi@hbc.edu.cn (F.W.); zlj288981@163.com (L.Z.)
*Corresponding author
Email: Joshua.zhangpb@gmail.com (P.Z.); wangfengjunzi@hbc.edu.cn (F.W.); zlj288981@163.com (L.Z.)
*Corresponding author
Manuscript received June 24, 2025; revised July 10, 2025; accepted August 22, 2025; published January 9, 2026
Abstract—In the domain of Technology-Enhanced Language Learning (TELL), this mixed-methods study explores the efficacy of the iWrite platform in enhancing English writing among Chinese junior secondary students (N = 56), grounded in Formative Feedback Theory (FFT). Key findings revealed quantitative results showing the experimental group achieved a +10.16% improvement in CEFR-aligned writing scores, compared to a +0.74% gain in the control group (Δ = +9.42%, d = 1.30), with three significant pathways: 1) direct impact (48.4% total effect, β = 0.44, p < 0.05); 2) behavior-driven pathway (36.3% total effect, β = 0.33, p < 0.05); 3) chained feedback pathway (18.7% total effect, β = 0.17, p < 0.05). Qualitative insights (n = 28) indicated 85.7% of students valued self-regulation tools, 82.1% cited the importance of instant feedback, and 78.6% linked reflection to improved logical thinking. Critically, iWrite significantly enhanced foundational skills (CEFR A2–B1 vocabulary/grammar), with mediation pathways validating this effect (R² = 0.84). However, its limited impact on critical analysis revealed a competency gap that requires teacher scaffolding, necessitating a hybrid AI-human model. Ultimately, this research provides a scalable model for AI-driven, FFT-based writing competency pedagogy.
Keywords—iWrite platform, Formative Feedback Theory (FFT), Self-Regulation, Technology-Enhanced Language Learning (TELL), mixed-methods study
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—iWrite platform, Formative Feedback Theory (FFT), Self-Regulation, Technology-Enhanced Language Learning (TELL), mixed-methods study
Cite: Pengbiao Zhang, Fengjunzi Wang, and Lijuan Zhao, "Serial Dual Mediation with Hybrid Effects: Unraveling iWrite’s Impact on Writing Ability through Feedback Quality and Self-Regulation," International Journal of Information and Education Technology, vol. 16, no. 1, pp. 39-49, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).