Blagovesta Troeva-Chalakova
New Bulgarian University (Bulgaria)
https://doi.org/10.53656/ped2025-9.06
Abstract. The paper presents a small-scale case study on the implementation of a multi-stage writing assignment among forty-three students of English as a foreign language (EFL), enrolled in an online intermediate course. The purpose of the study is to evaluate the advantages of a combination of product- and process-oriented assessment, its benefits for students based on their performance and attitudes, as well as the unauthorized use of artificial intelligence (AI) tools during task completion. A mixed-methods approach is employed combining quantitative data from the online learning system in which the assignment is conducted with qualitative data from a student survey. The results suggest that introducing process assessment elements in writing assignments may offer greater learning value than direct product (essay) assessment. Unauthorized use of AI was not entirely prevented. It occurred among a small number of both strong and weaker students. Two online AI detection tools produced highly inconsistent results, while human judgment did not identify all cases flagged by both detectors. The analysis reveals teacher bias, with more cases detected among students who rarely attended classes compared to high-proficiency active learners. In view of reinforcing learning, the results highlight the need for further research on multi-stage assessment and the potential of a hybrid approach, in which AI use is reasonably integrated into the students’ training, following strict guidelines.
Keywords: English as a second language, writing assessment, essays, process-based assessment, AI-generated texts, AI use detection
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