EFL Learners' Writing Performance and AI Use Survey Data from Ecuador

Ecuadorian university-level English as a Foreign Language learners participated in a quasi-experimental study on Project-Based Learning. The dataset likely contains survey responses and writing task scores from 43 participants before and after a one-week intervention, measuring changes in writing performance and self-reported AI usage patterns. Author Mario Alvarado-Mendoza published the data on figshare in April 2026 under a CC-BY-4.0 license.

Use Cases

• Analyze correlations between instructional interventions and writing performance changes based on pre-test and post-test scores.
• Study self-reported patterns of AI tool usage among language learners based on survey data.
• Investigate teacher perceptions of student collaboration and motivation during project-based activities.
• Examine the relationship between self-regulation behaviors and writing development in EFL contexts.

Strengths

• Includes statistically significant performance results (t(43)=4.15, p<.001) from a controlled study.
• Data collection involved multiple instruments: writing tasks and surveys from both learners and instructors.
• Published under a permissive CC-BY-4.0 license, facilitating reuse.

Limitations

• Row count is unknown, which may limit suitability assessment.
• Column-level documentation is absent; field semantics must be inferred after download.
• The study design was quasi-experimental with a short one-week intervention and no control group, as noted in the description.

Provenance

Source

figshare, author Mario Alvarado-Mendoza.

Collection Method

Data gathered via quasi-experimental one-group pretest-posttest design with A2-level EFL learners at Universidad Central del Ecuador.

Time Range

Temporal coverage of the study intervention is not specified.

Freshness

Last updated 2026-04-13 14:55:27; freshness should be verified.

Geography

Spatial coverage is Ecuador, specifically participants from Universidad Central del Ecuador.