Exploring EFL Learners’ Experiences with Automated and AI-Based Feedback Tools in Writing Classrooms
Abstract
This study aimed to explore the experience of EFL students in using automated and artificial intelligence (AI)-based feedback tools in writing learning. This study used a qualitative approach with phenomenological design. The research participants consisted of 15 EFL students who had experience using AI tools in learning to write and were selected through purposive sampling techniques. Data were collected through semi-structured interviews and written reflections, then analyzed using thematic analysis. The results show four main themes, namely (1) the experience of obtaining quick and accessible feedback, (2) increasing confidence in writing, (3) the process of assessing the reliability of AI-generated feedback, and (4) the use of AI feedback to revise writing. The findings show that AI not only helps students improve the linguistic aspects of writing, but also increases learning independence, confidence, and involvement in the revision process. In addition, students demonstrate the ability to evaluate the quality and relevance of the feedback provided by AI before using it in the revision process. Reviewed through Feedback Literacy Theory, students' experiences reflect the four main dimensions of feedback literacy, namely appreciating feedback, managing affect, making judgments, and taking action. This study concludes that AI can be an effective support tool in writing learning if used critically and reflectively. These findings confirm the importance of developing feedback literacy in line with the integration of AI technology in EFL writing learning. Keywords: artificial intelligence, AI-based feedback, EFL writing, feedback literacy, learner experiences.
Keywords: artificial intelligence, AI-based feedback, EFL writing, feedback literacy, learner experiences.
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References
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