Supporting 2e Bilingual Students With Motor Dysgraphia and ADHD in Writing: Efficacy and Acceptability of Human—AI Hybrid Tutoring.

This article investigates the efficacy and acceptability of human–artificial intelligence (AI) hybrid tutoring in improving writing skills among twice exceptional (2e) bilingual students diagnosed with motor dysgraphia and attention-deficit hyperactivity disorder (ADHD). Using an explanatory sequential mixed-methods design, 12 bilingual students aged 13 to 18 with above-average verbal memory participated in 32 sessions comparing hybrid tutoring—combining AI tools (MyScript, Co:Writer, QuillBot) guided by human instructors—with traditional instruction. Quantitative results demonstrated significant and sustained improvements in handwriting fluency, orthographic coding, fine motor control, and composition skills for the hybrid tutoring group, while qualitative focus groups highlighted adaptive learning, immediate feedback, and socio-emotional support as key factors driving high acceptance of the hybrid model. The study underscores the potential of human–AI hybrid tutoring to provide personalized, inclusive educational support for 2e bilingual learners with complex neurodevelopmental and linguistic challenges, particularly in under-resourced contexts.