A Comparative Analysis of Human and GenAI-Generated Feedback on EFL Students' Argumentative Writing Performance
Saved in:
| Title: | A Comparative Analysis of Human and GenAI-Generated Feedback on EFL Students' Argumentative Writing Performance |
|---|---|
| Language: | English |
| Authors: | Mine Yıldız (ORCID |
| Source: | Educational Psychology. 2026 46(1):52-79. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Feedback (Response), Artificial Intelligence, Persuasive Discourse, Writing Skills, Teacher Influence, Technology Uses in Education, College Students, English (Second Language), Language Teachers, Foreign Countries |
| Geographic Terms: | Turkey |
| DOI: | 10.1080/01443410.2025.2539797 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | This study examined the impact of feedback provided by a human tutor (HT) and GenAI on the argumentative writing performance of L2 learners. A total of 59 students participating in the study were divided into two groups randomly: group 1 received feedback from the HT and group 2 received feedback from GenAI in the first task. For the second writing task, the groups were reversed. The mixed-ANCOVA test results revealed that students produced better final drafts after receiving feedback on their argumentative writing. Although GenAI-generated feedback had no significant difference in improving writing components and general writing performance, human-generated feedback promoted students' language, mechanics, and overall writing scores in their final drafts at a significant level. Therefore, it can be suggested that a balance between the two feedback sources should be achieved to provide EFL learners with effective feedback, promote their writing, and thus decrease HTs' workload. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500948 |
| Database: | ERIC |
| Abstract: | This study examined the impact of feedback provided by a human tutor (HT) and GenAI on the argumentative writing performance of L2 learners. A total of 59 students participating in the study were divided into two groups randomly: group 1 received feedback from the HT and group 2 received feedback from GenAI in the first task. For the second writing task, the groups were reversed. The mixed-ANCOVA test results revealed that students produced better final drafts after receiving feedback on their argumentative writing. Although GenAI-generated feedback had no significant difference in improving writing components and general writing performance, human-generated feedback promoted students' language, mechanics, and overall writing scores in their final drafts at a significant level. Therefore, it can be suggested that a balance between the two feedback sources should be achieved to provide EFL learners with effective feedback, promote their writing, and thus decrease HTs' workload. |
|---|---|
| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2025.2539797 |
