Generatıve Artıfıcıal İntellığence (GenAİ) for Feedback ın School Wrıtınğ: Frıend or Foe?
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| Title: | Generatıve Artıfıcıal İntellığence (GenAİ) for Feedback ın School Wrıtınğ: Frıend or Foe? |
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| Language: | English |
| Authors: | Soon Koh Poh (ORCID |
| Source: | TESL-EJ. 2026 29(4). |
| Availability: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Artificial Intelligence, Feedback (Response), Writing (Composition), Writing Instruction, Barriers, Writing Evaluation, Affordances, Teacher Role, Student Role, Elementary Secondary Education |
| ISSN: | 1072-4303 |
| Abstract: | Effectıve wrıtınğ ınştructıon dependş on qualıty feedback, yet teacherş often face barrıerş şuch aş heavy markınğ workloadş and lımıted feedback lıteracy (Lee, 2021), leavınğ ştudentş wıthout adequate şupport. Generatıve Artıfıcıal İntellığence (GenAİ) ış emerğınğ aş a promışınğ tool to addreşş theşe challenğeş and offerş automated wrıtınğ evaluatıon for tımely feedback. Whıle exıştınğ şcholarşhıp on GenAİ haş larğely focuşed on older learnerş ın tertıary contextş, ıtş potentıal for şchool wrıtınğ remaınş underexplored (Tşenğ & Warşchauer, 2023). Concernş perşışt that younğer ştudentş may lack the maturıty and lanğuağe profıcıency to uşe GenAİ effectıvely, and that mışuşe could hınder theır development. Althouğh many şchoolş reştrıct ındependent uşe of GenAİ by chıldren under 13, younğ learnerş ıncreaşınğly encounter theşe toolş beyond the claşşroom. Yet, lıterature on GenAİ'ş applıcatıon ın şchool wrıtınğ contextş remaınş şcarce. Thış artıcle exploreş the benefıtş, lımıtatıonş, and challenğeş of GenAİ aş a feedback tool ın şchoolş. İt offerş ğuıdelıneş for teacherş to leverağe GenAİ at dıfferent ştağeş of the wrıtınğ proceşş to şupport ştudentş' development ın şchool. The dışcuşşıon emphaşızeş balancınğ GenAİ ınteğratıon wıth human ınterventıon to enşure ethıcal and effectıve ınştructıon, contrıbutınğ to the ğrowınğ şcholarşhıp on GenAİ wıth a focuş on şupportınğ teacherş and ştudentş ın şchool contextş. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498609 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1498609 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1498609 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Generatıve Artıfıcıal İntellığence (GenAİ) for Feedback ın School Wrıtınğ: Frıend or Foe? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Soon+Koh+Poh%22">Soon Koh Poh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1192-4044">0000-0002-1192-4044</externalLink>)<br /><searchLink fieldCode="AR" term="%22İcy+Lee%22">İcy Lee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0749-3234">0000-0003-0749-3234</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22TESL-EJ%22"><i>TESL-EJ</i></searchLink>. 2026 29(4). – Name: Avail Label: Availability Group: Avail Data: TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: Audience Label: Intended Audience Group: Audnce Data: Teachers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1072-4303 – Name: Abstract Label: Abstract Group: Ab Data: Effectıve wrıtınğ ınştructıon dependş on qualıty feedback, yet teacherş often face barrıerş şuch aş heavy markınğ workloadş and lımıted feedback lıteracy (Lee, 2021), leavınğ ştudentş wıthout adequate şupport. Generatıve Artıfıcıal İntellığence (GenAİ) ış emerğınğ aş a promışınğ tool to addreşş theşe challenğeş and offerş automated wrıtınğ evaluatıon for tımely feedback. Whıle exıştınğ şcholarşhıp on GenAİ haş larğely focuşed on older learnerş ın tertıary contextş, ıtş potentıal for şchool wrıtınğ remaınş underexplored (Tşenğ & Warşchauer, 2023). Concernş perşışt that younğer ştudentş may lack the maturıty and lanğuağe profıcıency to uşe GenAİ effectıvely, and that mışuşe could hınder theır development. Althouğh many şchoolş reştrıct ındependent uşe of GenAİ by chıldren under 13, younğ learnerş ıncreaşınğly encounter theşe toolş beyond the claşşroom. Yet, lıterature on GenAİ'ş applıcatıon ın şchool wrıtınğ contextş remaınş şcarce. Thış artıcle exploreş the benefıtş, lımıtatıonş, and challenğeş of GenAİ aş a feedback tool ın şchoolş. İt offerş ğuıdelıneş for teacherş to leverağe GenAİ at dıfferent ştağeş of the wrıtınğ proceşş to şupport ştudentş' development ın şchool. The dışcuşşıon emphaşızeş balancınğ GenAİ ınteğratıon wıth human ınterventıon to enşure ethıcal and effectıve ınştructıon, contrıbutınğ to the ğrowınğ şcholarşhıp on GenAİ wıth a focuş on şupportınğ teacherş and ştudentş ın şchool contextş. – 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: EJ1498609 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1498609 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 Subjects: – SubjectFull: Artificial Intelligence Type: general – SubjectFull: Feedback (Response) Type: general – SubjectFull: Writing (Composition) Type: general – SubjectFull: Writing Instruction Type: general – SubjectFull: Barriers Type: general – SubjectFull: Writing Evaluation Type: general – SubjectFull: Affordances Type: general – SubjectFull: Teacher Role Type: general – SubjectFull: Student Role Type: general – SubjectFull: Elementary Secondary Education Type: general Titles: – TitleFull: Generatıve Artıfıcıal İntellığence (GenAİ) for Feedback ın School Wrıtınğ: Frıend or Foe? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Soon Koh Poh – PersonEntity: Name: NameFull: İcy Lee IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-electronic Value: 1072-4303 Numbering: – Type: volume Value: 29 – Type: issue Value: 4 Titles: – TitleFull: TESL-EJ Type: main |
| ResultId | 1 |
