Jul 2026· Foreign language annals· 0 citations· 25 references
Abstract
Generative AI is increasingly used in L2 writing, yet little is known about its use by beginners and learners of languages other than English. This study examined how four beginner learners of Japanese engaged affectively, cognitively, and behaviorally with ChatGPT feedback while writing. Data were collected through interviews, stimulated recalls, screen recordings, and reflective journals. The data analysis also included error types, prompt types, and the accuracy of ChatGPT output. Affectively, participants valued English translations but reported negative emotions due to inconsistent, self‐contradictory explanations, low trust, and feedback beyond their proficiency. Cognitively, orthographic accessibility reduced attention to feedback, though learners still evaluated suggestions critically. Behaviorally, participants frequently verified ChatGPT output with external resources and used ChatGPT mainly for proofreading and word lookup. Findings highlight how proficiency and orthography shape engagement with AI feedback. This study underscores the importance of teaching AI‐use strategies to elicit level‐appropriate feedback for beginner learners.
The research suggests the value in incorporating ChatGPT as a low-stakes, non-judgmental feedback tool in support of teachers’ feedback, instilling in students feedback literacy, especially in L2 writers.
Background:
This study investigates how EFL university students engage with ChatGPT-generated feedback during academic writing, focusing on behavioral, cognitive, and affective dimensions. Although generative AI is increasingly used as a feedback tool in EFL contexts, limited research has examined how students interp...
R. Ryan, Moh. Rif’attullah, Septiana Wandira Septiana et al.· Script Journal· 0 citations
The reported metacognitive regulation of five Chinese undergraduate non-English majors who had experience using both teacher feedback and generative AI tools in L2 writing was explored, highlighting the importance of feedback literacy and learner agency in human-AI feedback environments.
Shuying Diao· International journal of com...· 0 citations
Attitudinal findings showed that students perceive ChatGPT as reliable and useful for academic tasks while maintaining awareness of academic integrity and ethical considerations, and students are optimistic about the future integration of ChatGPT in education, provided it is used responsibly and ethically.
A. Zaidi, R. Karim, Farahidatul Akmar Binti Awaludin et al.· International journal of res...· 0 citations
The findings indicate that students use AI chatbots to obtain immediate grammar feedback, explore vocabulary alternatives, rephrase sentences, and request explanations, and the educational value of AI chatbots depends on students’ critical evaluation of AI-generated suggestions rather than passive acceptance.
Abdul Rohman, Godefridus Bali Geroda· Borneo Educational Journal (...· 0 citations
It is suggested that positive perceptions of ChatGPT feedback alone are not sufficient to ensure critical engagement or independent writing development, highlighting the need for structured pedagogical scaffolding that helps EFL learners evaluate, interpret, and selectively apply AI-generated feedback in general educat...
Goun Lee· The Korean Association of Ge...· 0 citations
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