AI as a Pragmatic Coach: Formative Assessment of Politeness and Appropriateness in Online Communication for EFL Non-English Majors
This study aims to investigate how artificial intelligence (AI) can function as a pragmatic coach to enhance English as a Foreign Language (EFL) learners’ awareness, reflection, and application of politeness and appropriateness in online communication. It seeks to explore the potential of AI-mediated formative assessment for developing learners’ pragmatic competence, emphasizing both its affordances and challenges in pedagogical integration.
Existing studies on pragmatic competence in EFL contexts have largely emphasized speech act realization, politeness conventions, and intercultural communication. However, research remains limited in examining how learners internalize pragmatic norms through continuous formative assessment in digital environments. As communication increasingly occurs in online spaces, EFL learners must also navigate sociopragmatic expectations and linguistic appropriateness beyond traditional classroom discourse. Despite growing interest in AI-assisted learning, little is known about how AI-generated feedback can foster metapragmatic reflection and self-regulated pragmatic learning.
The study employed a sequential mixed-methods design, conducted at a private university in East Java, Indonesia. Participants consisted of 58 non-English major undergraduates enrolled in an “English for Communication” course, purposively selected to ensure intermediate proficiency and represent diverse academic backgrounds. Data were collected from AI-generated formative feedback logs, a closed-ended questionnaire on pragmatic awareness, and semi-structured interviews with eight representative participants. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic analysis to uncover learners’ perceptions and experiences.
This study contributes to the growing discussion on the use of AI in language learning by presenting AI as a supportive learning partner that helps students improve how they communicate appropriately in different situations, rather than only correcting their mistakes. It also highlights how AI can encourage learners to reflect on their language choices and adjust their expressions when communicating in real online contexts. The study provides practical insights into how AI feedback can support students in developing more effective and socially appropriate discourse within digital communication contexts.
The findings revealed that AI-mediated formative assessment enhanced learners’ sensitivity to sociopragmatic norms, improved their recognition of contextually appropriate speech acts, and encouraged the use of mitigation strategies in online interactions. Learners reported greater awareness of audience, tone, and relational dynamics. However, some participants struggled to interpret AI-generated feedback, particularly when feedback involved nuanced politeness markers or indirectness. Additionally, several learners experienced difficulty applying learned expressions spontaneously in authentic discourse, suggesting the need for pedagogical mediation to bridge automated and human feedback processes.
Educators should integrate AI-mediated formative assessment as a complement to human feedback, emphasizing guided reflection and contextualized practice. Incorporating structured debriefing sessions and explicit discussion of pragmatic norms can help learners interpret AI feedback more effectively. Training teachers to use AI tools critically will further enhance their pedagogical potential.
Future research should explore longitudinal designs to trace pragmatic development over time and examine the impact of different types of AI feedback on learners’ pragmatic awareness. Comparative studies across linguistic and cultural contexts may also reveal how AI-based assessment systems can be adapted to accommodate diverse EFL populations.
This study underscores the transformative potential of AI in fostering digital communication competence, preparing learners to engage appropriately and respectfully in global online interactions. By promoting reflective and context-sensitive language use, AI-assisted formative assessment can enhance intercultural understanding and digital citizenship.
Further studies are encouraged to examine how adaptive AI feedback models can be co-designed with educators to provide more personalized pragmatic guidance. Investigating teacher perceptions, ethical implications, and learner autonomy within AI-mediated assessment environments will deepen the pedagogical integration of intelligent systems in language education.
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