Including the Tech, Keeping the Human: Integrating Generative AI in the Feedback Writing Process
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| Title: | Including the Tech, Keeping the Human: Integrating Generative AI in the Feedback Writing Process |
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| Language: | English |
| Authors: | Ryan Phelan |
| Source: | English Australia Journal. 2025 41(2):5-18. |
| Availability: | English Australia Ltd. Level 3, 162 Goulburn Street, Surry Hills, NSW 2010, Australia. Tel: 61-2-9264-4700; e-mail: easec@englishaustralia.com.au; Web site: https://www.englishaustralia.com.au/professional-development/journal |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Computer Uses in Education, Writing (Composition), Feedback (Response), Scaffolding (Teaching Technique), Foreign Countries, English Learners, Foreign Students, Second Language Learning, College Students, Assessment Literacy, Intensive Language Courses, English for Academic Purposes |
| Geographic Terms: | Australia |
| ISSN: | 1444-4496 2202-6169 |
| Abstract: | This paper explores the integration of generative AI in the writing feedback process by trialling two highly scaffolded feedback tasks. This paper draws on recent literature to consider both the significant benefits AI integration may afford the language learner, as well as negative effects. Two tasks trialled at UNSW College: (1) an AI-enhanced layered feedback process; and (2) a sentence-editing task, are outlined. These tasks were designed with the goal of incorporating generative AI in the editing stage of the writing process, in an effective and ethical manner, with an emphasis on building feedback literacy and maintaining cognitive engagement and language development. The paper explains how these tasks were designed to mitigate the negative effects that generative AI integration may also have on the language learner, particularly over-reliance and negative impacts on individual writer's voice and critical thinking skills. Observations from trialling these tasks at UNSW College are given, in consideration of the potential benefits provided to the EL/COS student. The paper considers how maintaining a student-centred approach to technological integration can help develop crucial digital literacy skills in an increasingly digital and AI-driven world. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482347 |
| Database: | ERIC |
| Abstract: | This paper explores the integration of generative AI in the writing feedback process by trialling two highly scaffolded feedback tasks. This paper draws on recent literature to consider both the significant benefits AI integration may afford the language learner, as well as negative effects. Two tasks trialled at UNSW College: (1) an AI-enhanced layered feedback process; and (2) a sentence-editing task, are outlined. These tasks were designed with the goal of incorporating generative AI in the editing stage of the writing process, in an effective and ethical manner, with an emphasis on building feedback literacy and maintaining cognitive engagement and language development. The paper explains how these tasks were designed to mitigate the negative effects that generative AI integration may also have on the language learner, particularly over-reliance and negative impacts on individual writer's voice and critical thinking skills. Observations from trialling these tasks at UNSW College are given, in consideration of the potential benefits provided to the EL/COS student. The paper considers how maintaining a student-centred approach to technological integration can help develop crucial digital literacy skills in an increasingly digital and AI-driven world. |
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| ISSN: | 1444-4496 2202-6169 |
