Tomorrowland? Technical innovation and feedback on writing

Hyland, Ken (2025) Tomorrowland? Technical innovation and feedback on writing. RELC Journal. ISSN 0033-6882

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Abstract

Technological innovations have promised a great deal to language teachers over the years, raising expectations but without always delivering the benefits we hope for. The potential of automated writing evaluation systems and generative artificial intelligence tools such as ChatGPT, however, might change this. Their ability to relieve teachers of hours of marking while providing instant local and global written corrective feedback across multiple drafts targeted to student needs and in greater quantities seems too good to ignore. In this short ‘viewpoint’ paper, I explore the main pros and cons of these developments and ask if generative artificial intelligence (GenAI) tools are just robotic marking machines or whether they actually help improve our feedback and the writing skills of our students.

Item Type:	Article
Additional Information:	Publisher Copyright: © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Uncontrolled Keywords:	genai,writing,automated written evaluation,feedback,technology and language teaching,education,language and linguistics,linguistics and language ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Language in Education
Related URLs:	http://www.scopus.com/inward/record.url?... https://journals.sagepub.com/doi/10.1177...
Depositing User:	LivePure Connector
Date Deposited:	20 Aug 2025 15:30
Last Modified:	22 Dec 2025 11:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/100183
DOI:	10.1177/00336882251357675

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