Improving writing feedback for struggling writers: generative AI to the rescue?
Open accessAbstract
Generative AI has the potential to support teachers with writing instruction and feedback. The purpose of this study was to explore and compare feedback and data-based instructional suggestions from teachers and those generated by different AI tools. Essays from students with and without disabilities who struggled with writing and needed a technology-based writing intervention were analyzed. The essays were imported into two versions of ChatGPT using four different prompts, whereby eight sets of responses were generated. Inductive thematic analysis was used to explore the data sets. Findings indicated: (a) differences in responses between ChatGPT versions and prompts, (b) AI feedback on student writing did not reflect provided student characteristics (e.g., grade level or needs; disability; ELL status), and (c) ChatGPT’s responses to the essays aligned with teachers’ identified areas of needs and instructional decisions to some degree. Suggestions for increasing educator engagement with AI to enhance teaching writing is discussed.
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AI tools in academic writing fall into four functional categories: generative AI models, automated writing evaluation systems, translation tools, and multimodal platforms.
“The tools identified fall into four functional categories: generative AI models (ChatGPT, Gemini, DeepSeek, Copilot) for higher-order tasks like brainstorming and drafting; automated writing evaluation systems (Grammarly, ProWritingAid, Hemingway Editor) for grammar and mechanical corrections; translation tools (DeepL, Google Translate) for cross-lingual support; and multimodal platforms (Canva, Q”
From Reimagining writing assessment for the AI era: a systematic review on balancing AI support and authentic skill growth (2026) · cites this paper as Evmenova et al., 2024
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- Authors
- Evmenova, A. S., Regan, K., Mergen, R., & Hrisseh, R.
- Affiliations
- George Mason University (US)
- Corresponding author
- Evmenova, Anya S.
- Venue
- TechTrends
- Published
- 2024-05-14
- Volume
- 68
- Issue
- 4
- Pages
- 790-802
- ISSN
- 1559-7075 (ISSN-L)
- 8756-3894
- OpenAlex
- W4396897879
- Cited by
- 51
- References
- 36
- Citations by year
- 2026: 28 · 2025: 20 · 2024: 3
- FWCI
- 19.18
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- TechTrends (publishedVersion, cc-by)
- Funders
- U.S. Department of Education, Office of Special Education Programs (H327S180004)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Education › Writing and Handwriting Education
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Keywords
- generative AI, writing feedback, struggling writers, ChatGPT, writing instruction, students with disabilities, English language learners, teacher feedback, writing intervention, prompting
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