Artificial Intelligence in Writing Instruction: Evaluating Corrective Feedback for Accuracy, Engagement, and Learners' Autonomy |Chapter 01 | Language, Literature and Education: Research Updates Vol. 10

 

Corrective feedback (CF) is crucial in second language writing instruction by helping learners identify and revise their errors. With the rapid integration of artificial intelligence (AI) into education, new tools now provide instant and consistent feedback, offering potential support for EFL/ESL learners’ writing development. Recent studies have examined teacher feedback extensively, but a systematic understanding of AI corrective feedback is still emerging. Therefore, this review examines recent empirical studies on AI-generated corrective feedback (AI-CF) to explore its effects on learners’ linguistic performance, engagement, and autonomy. By synthesising qualitative and quantitative research findings, the review highlights key themes related to the effectiveness, pedagogical roles, and limitations of AI-CF in second language writing contexts. The review suggests that AI feedback can enhance surface-level accuracy and provide accessible, time-efficient support, but it often lacks the contextual sensitivity and pedagogical depth typically associated with teacher feedback. It also identifies challenges related to learners’ reliance on AI, the quality of feedback, and teachers’ technological readiness. The study concluded that while AI corrective feedback systems are beneficial for technical accuracy, teacher input remains crucial for improving higher-order writing skills. Therefore, a blended approach that leverages both AI and teacher corrective feedback appears to be the most effective strategy (Ur, 1996). Overall, the review emphasises the need for thoughtful integration of AI feedback into EFL writing pedagogy and calls for further research to address existing gaps and inform best practices.

 

Author(s) Details :-

 

Mozhdeh Sazandeh
Department of English, NT.C., Islamic Azad University, Tehran, Iran.

 

Maryam Beiki
Department of English, NT.C., Islamic Azad University, Tehran, Iran and Department of English, ISU.WC., Tehran, Iran.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v10/6623