Artificial Intelligence as a Source of Feedback in L2 Writing Classrooms: Best Practices and Pedagogical Strategies
DOI:
https://doi.org/10.65405/jt9jh041Keywords:
Artificial Intelligence, feedback, L2 writing, automated feedback, pedagogical strategiesAbstract
Writing proficiency is a key element of academic success for English as a Second Language (ESL) and English as a Foreign Language (EFL) students, but it presents ongoing challenges that demand innovative pedagogical solutions. The rapid advancement of Artificial Intelligence (AI) has created unprecedented opportunities for enhancing writing instruction through automated feedback systems. This article brings together theoretical frameworks, empirical research, and pedagogical best practices to examine how AI tools can serve as effective sources of feedback in second language (L2) writing classrooms. Drawing on cognitive, sociocultural, and contrastive rhetoric theories of writing, the article explores the nature of L2 writing difficulties, the critical role of feedback in writing development, and the strengths and limitations of AI-generated feedback. A systematic review of recent empirical studies reveals that AI-powered feedback systems are consistently effective in enhancing micro-level writing skills, particularly grammatical accuracy and lexical diversity. However, limitations remain in addressing macro-level writing concerns, and hybrid feedback models that combine AI with teacher input appear to yield the most comprehensive benefits. The article presents evidence-based recommendations for teachers and students, including strategies for scaffolding AI use, developing feedback literacy, designing effective prompts, and integrating AI feedback with teacher and peer feedback. It also addresses ethical considerations and practical concerns to ensure effective use of AI tools. It concludes with implications for pedagogy and directions for future research. This article argues that the thoughtful integration of AI feedback with teacher feedback, grounded in pedagogical principles and human judgment, can significantly enhance L2 writing instruction.
Downloads
References
Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431–440. https://doi.org/10.1007/s43681-021-00096-7
Albosaifi, S. M. (2023). Grammatical problems encountered by English language university students in writing. University of Zawia – Faculty of Arts Journal, 23(1), 51–62.
Alkhboli, N. (2024). Difficulties of writing solid paragraphs facing EFL students at Azawia University.
University of Zawia - Faculty of Arts Journal, 24(1), 323–340. https://doi.org/10.26629/uzfaj.v24i1.18
Atteia, H. M. A. (2025). Investigating the challenges encountered by EFL students in writing skills at University of Zawia [Master's thesis, University of Zawia]. DSpace at University of Zawia.
Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
Bitchener, J., & Knoch, U. (2010). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207–217. https://doi.org/10.1016/j.jslw.2010.10.002
Cengiz, B. C., Bilki, Z., Ataş, A. H., & Celik, B. (2025). Exploring second language writers' engagement with ChatGPT feedback: Revision behaviors and perceptions. System, 134. https://doi.org/10.1016/j.system.2025.103837
Cohen, A. D., & Cavalcanti, M. C. (1990). Feedback on compositions: Teacher and student verbal reports. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 155–177). Cambridge University Press.
Darvin, R. (2025). Identity and investment in the age of generative AI. Annual Review of Applied Linguistics.
Ekizoğlu, M., & Demir, A. N. (2025). The role of AI assisted writing feedback in developing secondary students writing skills. Discover Education, 4, Article 454.
Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209– 224.
https://doi.org/10.1016/j.system.2004.12.006
Elsherif, E. (2025). Utilizing Grammarly as an AI-powered automated writing checker: Libyan EFL student-teachers' perceptions. Al-Asala Journal, 5(11), 54-75.
Ferris, D. (2002). Treatment of error in second language student writing. University of Michigan Press.
Ferris, D. (2003). Response to student writing: Implications for second language students. Lawrence Erlbaum Associates.
Ferris, D. (2009). Teaching college writing to diverse student populations. University of Michigan Press.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600
Gökçe, K., & Yavuz, K. (2024). Enhancing L2 writing skills: ChatGPT as an automated feedback tool. Journal of Information Technology Education: Research, 23, 1-17. https://doi.org/10.28945/5370
Goldstein, L. (2004). Questions and answers about teacher written commentary and student revision: Teachers and students working together. Journal of Second Language Writing, 13(1), 63–80. https://doi.org/10.1016/j.jslw.2004.04.006
Hyland, K. (2009). Teaching and researching writing (2nd ed.). Routledge.
Hyland, K. (2019). Second language writing (2nd ed.). Cambridge University Press.
Hyland, K., & Hyland, F. (2006a). Feedback in second language students’ writing. Language Teaching, 39 (2), 83-101. Cambridge University Press.
Hyland, K., & Hyland, F. (2006b). Interpersonal aspects of response: Constructing and interpreting teacher written feedback. In Hyland, K & Hyland, F (Ed.), Feedback in second language writing: Contexts and issues. 206-224. Cambridge University Press.
Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16(1-2), 1–20. https://doi.org/10.1111/j.1467-1770.1966.tb00804.x
Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44(4), 294–304. https://doi.org/10.1093/elt/44.4.294
Li, M. (2024). Leveraging ChatGPT for second language writing feedback and assessment. International Journal of Computer-Assisted Language Learning and Teaching, 14(1), 1–11. https://doi.org/10.4018/IJCALLT.360382
Lu, Q., Yao, Y., Xiao, L., Zhu, X., & Yin, H. (2026). Exploring the impact of a GenAI-supported feedback practice on student feedback literacy in L2 writing. Computer Assisted Language Learning, 1–30. https://doi.org/10.1080/09588221.2025.2605541
Mack, L. (2009). Issues and Dilemmas: What Conditions Are Necessary for Effective Teacher Written Feedback for ESL Learners? Polyglossia, 16, 33-39.
Mizumoto, A., & Eguchi, M. (2023). Exploring the potential of using an AI language model for automated essay scoring. Research Methods in Applied Linguistics, 2(2), 1-13. 100050. https://doi.org/10.1016/j.rmal.2023.100050
Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly, 25(3), 407–430. https://doi.org/10.2307/3586978
Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27(4), 657–677. https://doi.org/10.2307/3587400
Tantani, A. S. (2025). AI in English Language Education: Opportunities, Challenges, and Implications. Al-Farooq Journal of Sciences, 1(1), 109-122.
Tabari, M. A., Kushki, A., & Wang, Y. (2025). Comparing the effects of teacher- and AI-mediated corrective feedback on accuracy, complexity, and quality in L2 written narratives. Computer Assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2025.2561608
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Z., & Han, F. (2022). The effects of teacher feedback and automated feedback on cognitive and psychological aspects of foreign language writing: A mixed-methods research. Frontiers in Psychology, 13, 909802. https://doi.org/10.3389/fpsyg.2022.909802
Zhang, J., Zhang, L. J., & Wang, X. (2026). The use of ChatGPT as a writing feedback tool in second language learning and teaching: A systematic review. Educational Studies.
Yan, D., & Zhang, S. (2024). L2 writer engagement with automated written corrective feedback provided by ChatGPT: A mixed-method multiple case study. Humanities and Social Sciences Communications, 11, Article 1086. https://doi.org/10.1057/s41599-024-03543-y
