AI Feedback to L2 Writers

Hyland, Ken (2026) AI Feedback to L2 Writers. International Journal of TESOL Studies, 8 (1). pp. 146-156.

Preview

PDF (IJTESIL published) - Published Version Available under License Creative Commons Attribution. Download (402kB) | Preview

Abstract

This paper explores the role of artificial intelligence (AI) in feedback on second language (L2) writing, focusing on both Automated Writing Evaluation (AWE) and emerging Generative AI (GenAI) tools. It examines AI-generated feedback across five dimensions: accuracy, relevance, empathy, learner engagement, and educational impact. The analysis shows that AI is effective in supporting surface level features such as grammar, vocabulary, and clarity, and offers advantages in terms of immediacy and accessibility. However, it is less reliable in addressing deeper aspects of writing, including argumentation, disciplinary conventions, and audience awareness. Student perspectives suggest that AI feedback is valued for revision support but does not replace the depth and interaction of teacher feedback. The paper argues that AI is most effective when used in combination with teacher guidance, supporting both efficient feedback practices and meaningful learning

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Language in Education
Depositing User:	LivePure Connector
Date Deposited:	13 May 2026 10:51
Last Modified:	14 May 2026 15:15
URI:	https://ueaeprints.uea.ac.uk/id/eprint/102987
DOI:	10.58304/ijts.260420

Downloads

Actions (login required)

View Item