Penny: Transition Network Analysis of Learner-Chatbot Interactions in Scaffolded EFL Writing

Abstract

Generative AI chatbots promise to transform English as a Foreign Language (EFL) writing by providing immediate, personalised feedback. However, their pedagogical value depends on how learners engage with them - a process often treated as a "black box." This study uses Transition Network Analysis to model the temporal dynamics of Japanese EFL learners using "Penny," an LLM-powered writing chatbot. Analysis of over 4,500 writing sessions and 21,000 chatbot interactions reveals two dominant behavioural loops: a "Revision Loop," where feedback leads directly to successful error correction, and a "Chat Loop," where learners engage in sustained dialogue with the chatbot following feedback. Crucially, EFL proficiency significantly shapes interaction: high-proficiency learners engage more in open dialogue and negotiation with the chatbot, while low-proficiency learners rely more heavily on repetitive corrective feedback cycles. The findings demonstrate that AI-scaffolded writing is a non-linear, dialogic process and highlight the need for differentiated chatbot design to move beyond simple error correction and foster deeper cognitive engagement for all learners.