A comparative analysis of human and GenAI-generated feedback on EFL students' argumentative writing performance
Yildiz, Mine, Topuz, Arif Cem, Polat, Hamza, Taslibeyaz, Elif, Kursun, Engin, Yesilyurt, Savas
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.
- Dergi
- EDUCATIONAL PSYCHOLOGY
- Yıl
- 2026
- Cilt
- 46
- Sayı
- 1
- Sayfa
- 52-79
- ISSN
- 0144-3410
- eISSN
- 1469-5820
- DOI
- 10.1080/01443410.2025.2539797
- WoS UID
- WOS:001542609300001