View in EDS

'AI's Pompous Vocabulary Sounds Like It's Trying to Impress Someone': Preservice Teachers Respond to AI Reviews of Their Writing

Saved in:
Bibliographic Details
Title: 'AI's Pompous Vocabulary Sounds Like It's Trying to Impress Someone': Preservice Teachers Respond to AI Reviews of Their Writing
Language: English
Authors: Jennifer Kidd, Keri Parker, Samantha Myers
Source: Journal of Interactive Learning Research. 2025 36(4):345-368.
Availability: Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Preservice Teachers, Student Attitudes, Writing Evaluation, Intelligent Tutoring Systems, Peer Evaluation, Language Usage, Language Patterns
DOI: 10.70725/767676ylkixp
ISSN: 1093-023X
Abstract: This study examines pre-service teachers' (PSTs') responses to using AI to review their writing. As part of a class activity, PSTs prompted an AI-chatbot for feedback and revisions on a short essay based on a provided assignment rubric. They then exchanged papers with a classmate and completed a peer review. Afterward, they reflected on the pros and cons of using AI in this way, and compared the process to peer review. While some PSTs initially encountered functionality issues, all were able to obtain feedback and the majority reported finding it useful. In general, the PSTs appreciated AI's speed and expertise and the potential to customize feedback based on their needs. However, many were skeptical of AI's evaluation of their writing and critical of AI's revisions, particularly to changes in vocabulary, with some noting a loss of voice. The authors emphasize the importance of developing PSTs' AI literacy skills and requiring critical reflections as part of any AI-supported review process. The implications of including AI review as part of PSTs' writing process are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492723
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1492723
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 'AI's Pompous Vocabulary Sounds Like It's Trying to Impress Someone': Preservice Teachers Respond to AI Reviews of Their Writing
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jennifer+Kidd%22">Jennifer Kidd</searchLink><br /><searchLink fieldCode="AR" term="%22Keri+Parker%22">Keri Parker</searchLink><br /><searchLink fieldCode="AR" term="%22Samantha+Myers%22">Samantha Myers</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Interactive+Learning+Research%22"><i>Journal of Interactive Learning Research</i></searchLink>. 2025 36(4):345-368.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligent+Tutoring+Systems%22">Intelligent Tutoring Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Patterns%22">Language Patterns</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.70725/767676ylkixp
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1093-023X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines pre-service teachers' (PSTs') responses to using AI to review their writing. As part of a class activity, PSTs prompted an AI-chatbot for feedback and revisions on a short essay based on a provided assignment rubric. They then exchanged papers with a classmate and completed a peer review. Afterward, they reflected on the pros and cons of using AI in this way, and compared the process to peer review. While some PSTs initially encountered functionality issues, all were able to obtain feedback and the majority reported finding it useful. In general, the PSTs appreciated AI's speed and expertise and the potential to customize feedback based on their needs. However, many were skeptical of AI's evaluation of their writing and critical of AI's revisions, particularly to changes in vocabulary, with some noting a loss of voice. The authors emphasize the importance of developing PSTs' AI literacy skills and requiring critical reflections as part of any AI-supported review process. The implications of including AI review as part of PSTs' writing process are discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1492723
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492723
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.70725/767676ylkixp
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 345
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Intelligent Tutoring Systems
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Language Patterns
        Type: general
    Titles:
      – TitleFull: 'AI's Pompous Vocabulary Sounds Like It's Trying to Impress Someone': Preservice Teachers Respond to AI Reviews of Their Writing
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jennifer Kidd
      – PersonEntity:
          Name:
            NameFull: Keri Parker
      – PersonEntity:
          Name:
            NameFull: Samantha Myers
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1093-023X
          Numbering:
            – Type: volume
              Value: 36
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Interactive Learning Research
              Type: main
ResultId 1