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Improving L2 Writing through Artificial Intelligence: Comparing AIDT and ChatGPT Feedback

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Title: Improving L2 Writing through Artificial Intelligence: Comparing AIDT and ChatGPT Feedback
Language: English
Authors: Yoojung Nam, Josephine Mijin Lee, Hyeeun Park
Source: English Teaching. 2026 81(1):3-36.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 34
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 7
Descriptors: Writing Improvement, Second Language Learning, Artificial Intelligence, Feedback (Response), Middle School Students, English (Second Language), Technology Uses in Education, Writing Achievement, Student Attitudes, Grade 7, Foreign Countries, Second Language Instruction, Student Motivation, Self Efficacy, Metacognition, Anxiety, Revision (Written Composition)
Geographic Terms: South Korea
ISSN: 1017-7108
2671-9312
Abstract: This study examines two AI-driven written feedback tools--ChatGPT and AI Digital Textbooks (AIDT)--by comparing their effects on Korean middle school students' English writing performance and perceptions. Over six weeks, fifty seventh graders completed six expository writing tasks and received feedback from either ChatGPT or AIDT. Pre- and post-tests and questionnaires assessed changes in writing performance and affective factors, including motivation, self-efficacy, metacognition, and anxiety. Results showed significant improvement in both groups with large effect sizes, although overall post-test scores did not differ. Subcomponent analyses revealed that ChatGPT better supported content and idea development, while AIDT was stronger in grammar and cohesion. ChatGPT users also reported higher motivation, self-efficacy, and perceived usefulness. Overall, both tools supported L2 writing, but with distinct pedagogical strengths: AIDT promoted accuracy through structured, rule-based feedback, whereas ChatGPT provided adaptive, dialogic feedback encouraging higher-order thinking. These findings suggest that tool selection should align with learners' proficiency levels and instructional goals across different stages of writing.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504813
Database: ERIC
FullText Links:
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  Data: Improving L2 Writing through Artificial Intelligence: Comparing AIDT and ChatGPT Feedback
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  Data: <searchLink fieldCode="SO" term="%22English+Teaching%22"><i>English Teaching</i></searchLink>. 2026 81(1):3-36.
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
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  Data: 34
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  Data: 2026
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– Name: Abstract
  Label: Abstract
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  Data: This study examines two AI-driven written feedback tools--ChatGPT and AI Digital Textbooks (AIDT)--by comparing their effects on Korean middle school students' English writing performance and perceptions. Over six weeks, fifty seventh graders completed six expository writing tasks and received feedback from either ChatGPT or AIDT. Pre- and post-tests and questionnaires assessed changes in writing performance and affective factors, including motivation, self-efficacy, metacognition, and anxiety. Results showed significant improvement in both groups with large effect sizes, although overall post-test scores did not differ. Subcomponent analyses revealed that ChatGPT better supported content and idea development, while AIDT was stronger in grammar and cohesion. ChatGPT users also reported higher motivation, self-efficacy, and perceived usefulness. Overall, both tools supported L2 writing, but with distinct pedagogical strengths: AIDT promoted accuracy through structured, rule-based feedback, whereas ChatGPT provided adaptive, dialogic feedback encouraging higher-order thinking. These findings suggest that tool selection should align with learners' proficiency levels and instructional goals across different stages of writing.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1504813
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
        StartPage: 3
    Subjects:
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Writing Achievement
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Revision (Written Composition)
        Type: general
      – SubjectFull: South Korea
        Type: general
    Titles:
      – TitleFull: Improving L2 Writing through Artificial Intelligence: Comparing AIDT and ChatGPT Feedback
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              Y: 2026
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              Value: 1017-7108
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              Value: 2671-9312
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