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

Mastering Academic Writing Skills: A Handbook for University Students | Book Publisher International

 

Effective writing is crucial for career advancement as well as for obtaining professional certifications. Academic writing is essential to transforming a research candidate into a full-fledged researcher, despite the fact that it is occasionally taken for granted. Academic writing does have some variations depending on its purposes. Knowing the differences and using academic writing effectively could be the difference between a successful professional career and one that is marred by constant anxiety due to the publish-or-perish mentality. The purpose of this guide is twofold: to aid graduate students in understanding academic writing and to provide professionals with a resource for maintaining and improving their skills in constructing academic discourse. To accomplish these objectives, information concerning academic writing is presented. Specific problems university students and professionals may encounter in constructing meaningful essays and publishable works are also identified and explained. The tips and techniques presented have been gleaned from numerous sources and represent the most common problems and pitfalls in producing well-written papers, articles, monographs, and books.

 

Author(s) Details

Modebelu Melody
Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Makuvire Claretah

Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Dziva Daimond
Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Mudavanhu Young
Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Mhishi Misheck

Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Pinias Chikuvadze
Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-81-991363-7-3

 

A Review on Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts | Chapter 5 | Modern Perspectives in Language, Literature and Education Vol. 2

English is a global language, and today it is sought after. By a large margin, English is the most commonly spoken language in the world. Nevertheless, for second language students to learn, English language writing has consistently been a test. Building up the ability of students reported as a hard copy is one of the major challenges that ESL teachers are looking at in many schools these days. In any event, writing has consistently been a major challenge for students in the learning of the English language, particularly in elementary schools. Not only that, teachers still face a few obstacles in explaining writing skills to elementary school students. This research aims to examine the difficulties faced by both students and teachers in learning and teaching elementary school writing skills along these lines.

Author(s) Details

Rachel Nyanamoney Moses
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/334