University students’ engagement with generative AI-supported automated writing evaluation (AWE) feedback
Bibliographic Data
| ID | 21636244 |
|---|---|
| Authors | Susanna Yeung (0000-0001-7962-3224, Chinese University of Hong Kong, corresponding author) |
| Year | 2025 |
| Volume | 68 |
| Pages | 101203 |
| Publication date | 2025-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Second Language Writing (JOURNAL) |
| Journal identifiers | ISSN: 1060-3743 • E-ISSN: 1873-1422 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.jslw.2025.101203 |
| OpenAlex | W4409418508 |
| Language | EN |
| Citations received | 27 |
| References cited | 30 |
Studies have shown that engagement with automated writing evaluation (AWE) feedback can have a positive impact on writing development. With the emergence of generative AI (GAI), there is potential to improve AWE feedback and its reception by writers, calling for research on how writers work with GAI-supported AWE feedback. This study therefore aims to examine students’ behavioural, cognitive and affective engagement with such feedback through a GAI-powered AWE platform, Learnalytics . A qualitative, multiple-case study approach was adopted. Four undergraduate engineering students with diverse backgrounds and varying levels of writing proficiency at a university in Hong Kong were invited to use Learnalytics to complete and revise their drafts of a research report for capstone project courses. Data were collected through student drafts, computer screen recordings, stimulated recall sessions and semi-structured interviews, and were analysed qualitatively. Findings reveal how forms and levels of engagement were mediated by individual differences and various aspects of participants’ writing process, experience and considerations. This study contributes to the growing body of research into the intersection of GAI and L2 writing. (174 words)
Generative grammar · Mathematics education · Multimedia · Computer Science · Online Learning and Analytics · Psychology · Student Assessment and Feedback · Text Readability and Simplification · Artificial Intelligence
Artificial intelligence in academic writing
Shaping responsible GenAI use in research through AI literacy-oriented guidelines
Teachers’ AI-TPACK, pedagogical judgment, and students’ learning outcomes in GenAI-mediated L2 writing
Measuring Chinese undergraduate students’ engagement with GenAI feedback in L2 writing
The mechanisms of AI feedback’s influence on college students’ learning engagement in human-AI collaborative learning
An ecological approach to L2 learners’ engagement with written feedback
When does GenAI feedback support learning? Trust calibration and verification in L2 writing assessment
Generative artificial intelligence for automated writing evaluation
ChatGPT feedback and emotional engagement in L2 writing
Developing students’ feedback literacy in disciplinary academic writing through generative artificial intelligence
Can GenAI help undergraduate students become independent writers? An intervention study on its effects on writing motivation, feedback literacy, and self-regulated learning strategies
“Disciplinary Writing Is Like Playing with Legos”
From Red Pen to Algorithm
The Combined Impact of ChatGPT and Teacher Feedback on the Syntactic Complexity of EFL Learners’ Writing
A systematic review of AI-assisted academic writing
Academic socialization with generative AI
The case for a Gelt paradigm in teaching multilingual writing
Integrating generative artificial intelligence into secondary school programming education
AI assistance in peer feedback provision
Revisiting Students' Lack of Visible Response to Feedback in Second Language Writing
Student Engagement With AI Feedback
GPT versus teacher feedback on English writing
Unpacking GAI-induced academic emotions
Student engagement with written feedback in second language writing
Context-aware GenAI feedback for fostering student feedback literacy and informing revision decisions in social science writing
Generative AI-driven feedback in higher education
A Latent Profile Analysis of Vocational L2 Learners’ Engagement With GenAI Feedback
The Routledge Handbook of Research Methods in Applied Linguistics
Student engagement with teacher written corrective feedback in EFL writing
Enhancing academic writing skills and motivation
Comparing the quality of human and ChatGPT feedback of students’ writing
Engaging with automated writing evaluation (AWE) feedback on L2 writing
Epilogue
To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing
Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom
Using ChatGPT for second language writing
Student engagement with automated written corrective feedback (AWCF) provided by Grammarly
Fostering student engagement with feedback
School Engagement
L2 writer engagement with automated written corrective feedback provided by ChatGPT
Graduate students’ use of ChatGPT for academic text revision
L2 student engagement with automated feedback on writing
Effects of student engagement in peer feedback on writing performance in higher education
Challenges in academic writing
Predictors of middle school students’ perceptions of automated writing evaluation
Effectiveness of automated writing evaluation systems in school settings
The development of student feedback literacy
Feedback on second language students' writing
Student engagement with automated feedback on academic writing
Genre Analysis
| Unique citing works | 27 |
|---|---|
| Citations per year | 27 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 27 |