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While studies on teacher written feedback and automated writing evaluation (AWE) feedback have proliferated in recent decades, little attention has been paid to how AWE-teacher integrated feedback would influence students’ engagement and their writing performance in second language (L2) writing. Against this backdrop, a quasi-experimental design was adopted to address this important gap. In our study, an intervention was implemented in two classes of English major sophomores in China, with a treatment group receiving AWE-teacher integrated feedback and a comparison group receiving teacher feedback. Data were collected from multiple sources over a 13-week semester to explore the Chinese EFL learners’ engagement with the integrated feedback and their writing performance. Results showed that the students in the treatment group engaged with feedback more profoundly in behavior and cognition than those in the comparison group while both groups demonstrated similar affective engagement. Furthermore, compared with the comparison group, the treatment group improved their writing performance in content, organization, vocabulary, and language use significantly. Important implications are also discussed.

ChatGPT, the newest pre-trained large language model, has recently attracted unprecedented worldwide attention. Its exceptional performance in understanding human language and completing a variety of tasks in a conversational way has led to heated discussions about its implications for and use in education. This exploratory study represents one of the first attempts to examine the possible role of ChatGPT in facilitating the teaching and learning of writing English as a Foreign Language (EFL). We examined ChatGPT’s potential to support EFL teachers’ feedback on students’ writing. To reach this goal, we first investigated ChatGPT’s performance in generating feedback on EFL students’ argumentative writing. Fifty English argumentative essays composed by Chinese undergraduate students were collected and used as feedback targets. ChatGPT and five Chinese EFL teachers offered feedback on the content, organisation, and language aspects of the essays. We compared ChatGPT- and teacher-generated feedback in terms of their amount and type. The results showed that ChatGPT produced a significantly larger amount of feedback than teachers and that compared with teacher feedback, which mainly focused on content-related and language-related issues, ChatGPT distributed its attention relatively equally among the three feedback foci (i.e., content, organisation, and language). Our results also indicated that ChatGPT and teachers displayed tendencies towards using different feedback types when evaluating different aspects of students’ writing. Additionally, we examined EFL teachers’ perceptions of using ChatGPT-generated feedback to support their own feedback. The five teachers reported both positive and negative perceptions of the features of ChatGPT feedback and the relation between ChatGPT and teacher feedback. To foster EFL students’ writing skills, we suggest that teachers collaborate with ChatGPT in generating feedback on student writing.

Peer, teacher, and self-feedback have been widely applied in English writing courses in higher education. However, few studies have used technology to activate the potential of feedback in project-based collaborative learning or discussed how technology-enhanced peer, teacher and self-feedback may assist students’ writing, promote their critical thinking tendency, or enhance their engagement in learning, so we investigated them in this research. A total of 90 students, 30 in each group, participated in it. They reported their progress at four stages every other week, received peer, teacher, and self-feedback respectively for 10 weeks, and submitted their finalized review articles in week 14. Before the treatment, we evaluated the students’ writing proficiency and critical thinking tendency through a pre-test and a pre-questionnaire survey. After the treatment, we evaluated their collaborative writing products and conducted a post-questionnaire survey to measure their critical thinking tendency and behavioral, cognitive, and emotional engagement in learning. The results indicated that technology-enhanced peer and teacher feedback were significantly more effective than self-feedback in assisting collaborative writing; peer and self-feedback were significantly more effective than teacher feedback in promoting critical thinking tendency, enhancing behavioral and emotional engagement in learning; and teacher feedback was significantly more effective than self-feedback in enhancing cognitive engagement in learning. We also conducted semi-structured interviews to investigate their perception of the three feedback types and the technology-enhanced feedback-assisted collaborative writing experience. Most students enjoyed the writing experience and regarded the use of digital tools effective for its implementation. Based on these results, we suggest that teachers implement more technology-enhanced peer and self-feedback assisted collaborative writing.

Providing feedback on students’ writing is considered important by both writing teachers and students. However, contextual constraints including excess workloads and large classes pose major and recurrent challenges for teachers. To lighten the feedback burden, teachers can take advantage of a range of automated feedback tools. This paper investigated how automated feedback can be integrated into traditional teacher feedback by analyzing the focus of teacher and Grammarly feedback through a written feedback analysis of language- and content-related issues. This inquiry considered whether and how successfully students exploited feedback from different sources in their revisions and how the feedback provisions helped improve their writing performance. The study sample of texts was made up of 216 argumentative and narrative essays written by 27 low-intermediate level students at a Myanmar university over a 13-week semester. By analyzing data from the feedback analysis, we found that Grammarly provided feedback on surface-level errors, whereas teacher feedback covered both lower- and higher-level writing concerns, suggesting a potential for integration. The results from the revision analysis and pre- and post-tests suggested that students made effective use of the feedback received, and their writing performance improved according to the assessment criteria. The data were triangulated with self-assessment questionnaires regarding students’ emic perspectives on how useful they found the feedback. The pedagogical implications for integrating automated and teacher feedback are presented.

The unexpected COVID-19 pandemic posed significant challenges to teachers’ feedback-giving practice. This study reports on an inquiry into 16 Chinese EFL teachers’ feedback changes during the pandemic, with a focus on whether and how the teachers changed their feedback practice when a range of digital assessment tools and online instructional technologies were introduced to them. Data were gathered through semi-structured interviews and artifacts, including the course materials and screen recordings of teaching in online virtual classrooms. A qualitative and interpretive analysis reveals three patterns of changes in the teachers’ feedback-giving practice. The first pattern was positive changes in the teachers’ feedback-giving motivation, design, and awareness of the relational nature of teacher feedback, and the second pattern was reduction in formative feedback activities, difficulties in securing student response, and increased physical and emotional feedback workload. The third pattern was unchanged, underpinned by a conception of feedback as information transmission. A range of factors influencing such changes, including student readiness to uptake feedback, were also revealed. The findings highlight the importance of teacher feedback literacy in mediating the changes and call for attention to how constructive feedback-giving practices can be better supported.

The authors intended to (a) identify the association between gender or grade level and teachers' homework (HW) feedback and (b) examine the relationship between teachers' HW feedback, HW-related behaviors (e.g., amount of HW completed), and academic achievement. Four hundred fifty-four students (Grades 5-12) participated in this study. The results showed that (a) at higher grade levels, there is a lower perceived amount of teachers' HW feedback; (b) teachers' HW feedback as perceived by students is positively and significantly related to the amount of HW completed and to the perceived quality of HW time management but not to the amount of time spent on HW; (c) the amount of HW completed and the perceived quality of HW time management positively and significantly predict academic achievement; and (d) teachers' HW feedback as perceived by students has an indirect relationship with students' academic achievement by its effect on students' HW-related behaviors.

Teachers’ feedback is critical for student learning, particularly during oral reading, where it supports skill development and fosters students' agency and reader identity. However, research has yet to provide clear recommendations for effective classroom feedback. This critical-constructive review aims to achieve two objectives: to present evidence of effective feedback strategies for reading development and to explore the theoretical foundations of feedback in oral reading. The review analyzes twenty-four empirical studies (1995–2022) on effects of teachers’ feedback in K–5 settings. Findings reveal significant variability in effective feedback types and content, making clear-cut generalizations challenging and emphasizing the need for a nuanced understanding of feedback's influence on fluency, motivation and engagement. While many studies utilized theoretical frameworks, their limited diversity constrains our understanding of students' emotional, cognitive, and behavioral responses to feedback, highlighting a gap in research that often prioritizes reading processes over the role of feedback. This study discusses the potential for integrating feedback and reading development theories to better align interventions with contemporary understandings. By adopting a more comprehensive approach, we can inform teaching strategies that support reading development and redefine how we assist young readers. Additionally, the study offers an example and approach for aligning theory across the different phases of performing empirical research, with implications that extend beyond the current review.

This paper presents the findings of an experimental study which examines how effective peer feedback is as a substitute for teacher feedback in computer-mediated multiple-draft feedback provision on undergraduate EFL learners’ writing. Sixty-five university students were assigned to two comparison groups to receive different feedback treatments. The first group (N = 33) was given multiple-draft feedback on three subsequent drafts of the same text only by the teacher, while the second group (N = 32) was given feedback by three peers on the first draft, and by the teacher on the second and third drafts. The study adopted a quasi-experimental pre-test/post-test design, with two comparison groups which differed in the source of feedback they received on their writing. The data analysis was conducted by employing the Wilcoxon rank test to evaluate changes in writing quality scores after the treatments. Moreover, the paper discusses how learners in the comparison groups perceived teacher-only and combined peer-teacher feedback, specifically focusing on giving and receiving peer feedback. The findings of the study indicate that both peer-teacher and teacher-only feedback contributed to significant improvement in writing quality in both comparison groups regarding all threeperspectives from which the writing quality was assessed – overall quality, genre, and register. The findings confirm learners’ strong preference for teacher feedback, but also show that peer feedback helps develop learners’ writing ability and performance, and aids learners with their own learning process.

Background Self-regulated learning is crucial for medical students because of the rigorous and dynamic nature of medical education. Previous studies have demonstrated the positive influence of teacher feedback on students’ self-regulated learning, particularly in basic education contexts. However, research exploring the mechanisms through which teacher feedback affects self-regulated learning among medical students in higher education contexts remains limited. This study aims to investigate the impact of teacher feedback on medical students’ self-regulated learning, with a focus on the mediation roles of teacher-student interaction and sense of school belonging. Methods Data were collected from a comprehensive survey of undergraduates at H University, a prestigious research-oriented institution in China. The sample included 6,546 medical students spanning five academic years (2014, 2016, 2018, 2021, and 2023). The Student Survey of Learning and Development questionnaire was utilized to collect data, and teacher feedback, teacher-student interaction, sense of school belonging, and self-regulated learning were chosen as variables in this study. Structural equation modeling was employed to analyze the relationships among these variables, with mediation and serial mediation effects assessed via the bootstrap method. Results Teacher feedback significantly predicted medical students’ self-regulated learning ( β  = 0.136, p  < 0.001). Teacher-student interaction ( β  = 0.377, p  < 0.001) and sense of school belonging ( β  = 0.325, p  < 0.001) were found to mediate the relationship between teacher feedback and self-regulated learning. The mediation effects, with effect sizes of 0.116 for teacher-student interaction and 0.045 for sense of school belonging, accounted for 37.91% and 14.71% of the total effect, respectively. Additionally, there was a serial mediation model between teacher feedback and self-regulated learning that had a value of 0.009, accounting for 2.94% of the total effect. Conclusion This study provides empirical evidence supporting the role of teacher feedback in promoting medical students’ self-regulated learning, with teacher-student interaction and sense of school belonging serving as important mediating factors. These findings have implications for designing effective educational interventions to cultivate self-regulated learners capable of adapting to the rapidly evolving landscape of medical knowledge and practice.

Despite the importance of the perception behind teachers' feedback, it is astonishing to note that there are not many studies regarding how teachers provide feedback. Drawing upon Ellis’ (2009) typology of written Corrective Feedback (CF), this study explored the most common feedback types provided by EFL teachers. Moreover, the study aimed at finding out whether teachers’ teaching experience and learners’ proficiency level had any bearing on the type of feedback the teachers provided. Eleven teachers provided feedback on 301 descriptive essays written by EFL students in English. The findings revealed that teachers mostly tended to employ direct CF to correct their students’ linguistic errors. This was followed by indirect CF and metalinguistic CF, respectively. It came to light that focused CF, electronic feedback, and reformulation had no popularity among Iranian EFL teachers. The experienced teachers opted more for indirect feedback while the inexperienced ones preferred direct feedback.  Teachers were more inclined to provide intermediate students with direct CF whereas they provided more indirect CF to the upper intermediate students. The results suggest that not all teachers’ perceptions about feedback can necessarily be rendered into classroom practices and various factors, including culture, society, learners and teachers themselves impact teachers’ beliefs and practices.