View in EDS

A Comparative Analysis of Human and GenAI-Generated Feedback on EFL Students' Argumentative Writing Performance

Saved in:
Bibliographic Details
Title: A Comparative Analysis of Human and GenAI-Generated Feedback on EFL Students' Argumentative Writing Performance
Language: English
Authors: Mine Yıldız (ORCID 0000-0001-6215-4388), Arif Cem Topuz (ORCID 0000-0002-5110-5334), Hamza Polat (ORCID 0000-0002-9646-7507), Elif Taşlıbeyaz (ORCID 0000-0001-9770-6824), Engin Kurşun (ORCID 0000-0002-5649-8595), Savaş Yeşilyurt (ORCID 0000-0001-6871-8842)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1500948
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Comparative Analysis of Human and GenAI-Generated Feedback on EFL Students' Argumentative Writing Performance
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mine+Yıldız%22">Mine Yıldız</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6215-4388">0000-0001-6215-4388</externalLink>)<br /><searchLink fieldCode="AR" term="%22Arif+Cem+Topuz%22">Arif Cem Topuz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5110-5334">0000-0002-5110-5334</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hamza+Polat%22">Hamza Polat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9646-7507">0000-0002-9646-7507</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elif+Taşlıbeyaz%22">Elif Taşlıbeyaz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9770-6824">0000-0001-9770-6824</externalLink>)<br /><searchLink fieldCode="AR" term="%22Engin+Kurşun%22">Engin Kurşun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5649-8595">0000-0002-5649-8595</externalLink>)<br /><searchLink fieldCode="AR" term="%22Savaş+Yeşilyurt%22">Savaş Yeşilyurt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6871-8842">0000-0001-6871-8842</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2026 46(1):52-79.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/01443410.2025.2539797
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0144-3410<br />1469-5820
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– 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: EJ1500948
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1500948
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/01443410.2025.2539797
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 52
    Subjects:
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Persuasive Discourse
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: A Comparative Analysis of Human and GenAI-Generated Feedback on EFL Students' Argumentative Writing Performance
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mine Yıldız
      – PersonEntity:
          Name:
            NameFull: Arif Cem Topuz
      – PersonEntity:
          Name:
            NameFull: Hamza Polat
      – PersonEntity:
          Name:
            NameFull: Elif Taşlıbeyaz
      – PersonEntity:
          Name:
            NameFull: Engin Kurşun
      – PersonEntity:
          Name:
            NameFull: Savaş Yeşilyurt
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0144-3410
            – Type: issn-electronic
              Value: 1469-5820
          Numbering:
            – Type: volume
              Value: 46
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational Psychology
              Type: main
ResultId 1