Integrating AI and Instructor Feedback: L2 Writing Courses

Abstract Book of the 11th International Conference on Research in Education, Teaching and Learning

Year: 2026

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Integrating AI and Instructor Feedback: L2 Writing Courses

Dr. Richard Miles

ABSTRACT:

Feedback is widely accepted as an effective way to facilitate the development of second language (L2) writing skills. Until recently, though, the feedback process was largely reliant on instructors and peers. However, AI tools (e.g., ChatGPT) now offer a third option, potentially increasing the amount of feedback available to learners and decreasing the workload for instructors. To investigate the ever-improving capabilities of ChatGPT in providing feedback on student essays, a qualitative study was conducted, framed by the research question: How does ChatGPT-generated feedback differ from instructor feedback on students’ essays in an L2 university writing class? Twenty-four participants wrote two essays each and received feedback on them from the instructor and ChatGPT, which were then analyzed utilizing Guo and Wang’s (2023) three foci as a framework for analysis: content, organization, and language aspects. Findings reveal that ChatGPT-5.2 produces more detailed feedback than the instructor, with specific examples of how to improve existing grammatical structures or how to develop existing references and content-related points. The instructor provided more feedback on elements that were lacking in the essay drafts. These findings suggest the potential for complementary roles and that integrating AI feedback with instructor feedback may be beneficial for instructors and learners in L2 English writing courses in higher education.

Keywords: Feedback, Second Language Education, Writing