Minimal AI, maximum pedagogy: Do simple AI prompts produce meaningful learning gains in EFL argumentative writing revision?

The dataset was collected to address the following research questions: RQ1. Does prompt dose influence argumentative revision quality in EFL writing? RQ2. Does prompt dose influence performance on a transfer argumentative writing task? RQ3. Does prompt dose influence revision depth, and does revision depth account for the effect of prompt dose on revision quality?本数据集的采集旨在回应以下研究问题： RQ1. 提示剂量（prompt dose）是否会影响英语作为外语（English as a Foreign Language, EFL）写作中的议论文修改质量？ RQ2. 提示剂量是否会影响迁移性议论文写作任务的完成表现？ RQ3. 提示剂量是否会影响修改深度？修改深度是否能够解释提示剂量对修改质量的影响效应？