Student perceptions of hybrid feedback: Using Gen-AI to enhance engagement with EAP writing feedback

Abstract

Feedback is crucial in the learning process, yet many students struggle to effectively engage with teacher feedback. This study explores the potential of Generative Artificial Intelligence (Gen-AI) to enhance student engagement in EAP writing feedback. Using a mixed-methods approach that includes surveys and interviews with Year 1 and Year 2 students at a Sino-foreign EMI university, the research examines students’ cognitive, behavioral, and affective engagement with feedback, focusing on how Gen-AI tools like ChatGPT can help clarify and implement feedback. The findings suggest that integrating Gen-AI is perceived as effective by students, with improvements observed in cognitive, behavioral, and affective engagement, though behavioral engagement was slightly less pronounced. Year 1 students generally showed a more positive perception of Gen-AI’s effectiveness, while both groups demonstrated distinct approaches and perceptions in using the tool. While the study highlights the potential benefits, it also identifies a range of concerns, indicating that a comprehensive approach is needed to address challenges related to integrating Gen-AI in feedback processes. This research provides timely insights into integrating Gen-AI into feedback processes to foster student engagement and enhance writing outcomes.