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Blending AI and Instructor Feedback in EFL Writing: Learners' Motivation, Attitude, and Self-Efficacy

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Title: Blending AI and Instructor Feedback in EFL Writing: Learners' Motivation, Attitude, and Self-Efficacy
Language: English
Authors: Unkyoung Maeng
Source: English Teaching. 2025 80(5):11-39.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Writing Instruction, Artificial Intelligence, Feedback (Response), Student Motivation, Student Attitudes, Self Efficacy, Second Language Learning, Second Language Instruction, English (Second Language), Writing Attitudes, Preservice Teachers, Language Teachers, Learner Engagement, Psychological Patterns, Writing Processes, Teacher Student Relationship, Collaborative Writing, Undergraduate Students, Graduate Students, Females, Foreign Countries, College Faculty, Emotional Response
Geographic Terms: South Korea
ISSN: 1017-7108
2671-9312
Abstract: This study investigates how artificial intelligence (AI)-generated and instructor-provided feedback interact within process-based, collaborative EFL writing to influence learners' affective engagement, motivation, self-efficacy, and attitude toward writing. Semi-structured group interviews with nine pre-service English teachers were analyzed using NVivo 14. Among the three categories, attitude, encompassing both positive and negative factors, was the most frequently observed, followed by self-efficacy and motivation. Positive attitude was linked to the convenience, immediacy, and personalization of AI feedback, and to the collaborative course design that supported iterative revision and peer learning. Negative attitude reflected concerns about AI overreliance, inaccuracies, and limited contextual appropriateness, particularly in ESP-focused writing. Regarding self-efficacy, instructor feedback provided deep, context-aware guidance, whereas AI feedback offered rapid, mechanical accuracy and motivational support. Confidence improved through safer drafting, metacognitive insight, and gradual mastery of AI utilization skills. Motivation was reinforced by the process-oriented structure, targeted instructor feedback, collaborative activities, and peer support that fostered engagement and improvement.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494053
Database: ERIC
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  Data: Blending AI and Instructor Feedback in EFL Writing: Learners' Motivation, Attitude, and Self-Efficacy
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
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  Data: This study investigates how artificial intelligence (AI)-generated and instructor-provided feedback interact within process-based, collaborative EFL writing to influence learners' affective engagement, motivation, self-efficacy, and attitude toward writing. Semi-structured group interviews with nine pre-service English teachers were analyzed using NVivo 14. Among the three categories, attitude, encompassing both positive and negative factors, was the most frequently observed, followed by self-efficacy and motivation. Positive attitude was linked to the convenience, immediacy, and personalization of AI feedback, and to the collaborative course design that supported iterative revision and peer learning. Negative attitude reflected concerns about AI overreliance, inaccuracies, and limited contextual appropriateness, particularly in ESP-focused writing. Regarding self-efficacy, instructor feedback provided deep, context-aware guidance, whereas AI feedback offered rapid, mechanical accuracy and motivational support. Confidence improved through safer drafting, metacognitive insight, and gradual mastery of AI utilization skills. Motivation was reinforced by the process-oriented structure, targeted instructor feedback, collaborative activities, and peer support that fostered engagement and improvement.
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  Data: 2026
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  Data: EJ1494053
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 11
    Subjects:
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Writing Attitudes
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Writing Processes
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Collaborative Writing
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Graduate Students
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      – SubjectFull: Females
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Faculty
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      – SubjectFull: Emotional Response
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      – SubjectFull: South Korea
        Type: general
    Titles:
      – TitleFull: Blending AI and Instructor Feedback in EFL Writing: Learners' Motivation, Attitude, and Self-Efficacy
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              M: 01
              Type: published
              Y: 2025
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