Theses and Dissertations

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Hitomi Kambara

Second Advisor

Yu-Cheng Lin

Third Advisor

Xiaodi Zhou

Abstract

Writing is a complex developmental skill, and much research has been conducted to understand in which ways to best close the gaps that national data indicates exist for students in K-12 education. This quasi-experimental study explored how integrating chatbots as dialogue agents within a writer’s workshop framework influences the quality of written compositions among Grade 12 students. The research was grounded in the Direct and Indirect Effect Model of Writing (DIEW) and the Writer(s)-Within-Community (WWC) model, which emphasize both the cognitive and social-emotional dimensions of the writing process.

Participants received real-time, individualized feedback, with pre- and post-test essays evaluated using the 6+1 Traits Writing Rubric. Results indicated mean score improvements across all dimensions; however, statistical significance was limited to Word Choice (p = .034), Conventions (p = .020), and Total Essay Score (p = .046). The findings suggest that within this writer’s workshop framework and using the specific system prompt provided, the chatbot functioned primarily as a scaffold for struggling writers. While it effectively enhanced technical writing traits and lowered barriers for emerging writers, it offered limited benefit for advancing the complex skills of already proficient writers in this context.

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Copyright 2026 Gabriel Cerda. All Rights Reserved. https://proquest.com/docview/3371131621

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