Speaker
Description
Recent developments in AI technology can provide L2 learners with immediate personalized guidance during the writing process; however, concerns persist regarding the accuracy, limited pedagogical depth, and potential overreliance on AI-generated feedback. This literature review seeks to examine the existing body of research on how L2 learners engage with AI-generated feedback in L2/FL writing, explore its advantages and limitations, and assess how AI and human-provided feedback differ in effectiveness, learner engagement, and acceptance. Drawing on empirical studies published between 2021 and 2026, conducted predominantly in EFL contexts with university-level learners, this review reveals that AI feedback can foster behavioral engagement, evidenced by multiple feedback exchanges and extensive revisions, alongside positive affective responses such as increased motivation and confidence. However, these promising outcomes are tempered by evidence of shallow or selective cognitive engagement, as many learners focus primarily on linguistic form while neglecting higher-order writing concerns such as argumentation and discourse, with additional risks of AI dependency and feedback overload. These findings carry significant implications for writing instruction, and this review accordingly proposes targeted teaching strategies to help educators navigate this evolving landscape: fostering learners' AI feedback literacy, embedding AI meaningfully across all stages of the writing process rather than relegating it to final proofreading, and scaffolding learner autonomy and critical thinking so that L2 writers can make informed decisions about when to adopt or reject AI-generated suggestions.
Biography
Khue Anh Dang is a high distinction graduate of the Faculty of English Language and Culture at ULIS, VNU, and currently works as a teacher at a language center. Her academic and professional interests center on teaching writing, AI and teaching integration, and supporting learners’ development in English language writing. As a new graduate entering the field of language education, she is particularly interested in how writing instruction can be made more effective, engaging, and learner-centered. Her current teaching experience provides her with practical insight into classroom needs and learner challenges, which continues to shape her interest in research, pedagogy, and innovative teaching practices.
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