Comparing the effects of ChatGPT and automated writing evaluation on students’ writing and ideal L2 writing self
Open accessAbstract
The affordances of ChatGPT in language learning and teaching have gained increasing traction. While studies began to investigate the potential of ChatGPT as a feedback provider, little attention was given to ChatGPT’s potential impact on students’ writing performance and the ideal L2 writing self vis-à-vis the established automated writing evaluation systems (AWE). To address these gaps, a sequential explanatory mixed methods design was adopted. One hundred and fifty second-year university students from three writing classes in a Chinese public university were recruited and randomly divided into a ChatGPT group, an AWE group, and a control group. After an eleven-week intervention, the ANCOVA results showed that while the ChatGPT group scored significantly higher than the AWE group and the control group in post-writing performance as measured by their writing score, in terms of students’ ideal L2 writing self, the ChatGPT group performed significantly lower than the AWE group with a medium effect size. Qualitative analysis of students’ reflection papers revealed students’ (over)reliance on the tool and the accompanying loss of creativity and agency. Pedagogical implications as well as directions for future research are also discussed.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
SBERT sentence embeddings can measure semantic distance between initial and revised drafts, helping identify meaning preservation, moderate extension, and obvious deviation.
“SBERT sentence embeddings can measure semantic distance between initial and revised drafts, helping identify meaning preservation, moderate extension, and obvious deviation [7].”
From Semantic Response Mechanisms of L2 Writing Revision Behavior under Generative AI Feedback (2026) · cites this paper as [7]
Cites
(1978) · Medical Entomology and Zoology · Cited by 53,488 · see citing works
(2017) · Cited by 16,319 · see citing works
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · cited 1× · see citing works
“Feedback plays an important role in enhancing learners’ writing ability (Hattie & Timperley, 2007; Hyland & Hyland, 2019).”
ChatGPT for good? On opportunities and challenges of large language models for education
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102274 · Cited by 7,326 · cited 1× · see citing works
“These findings consolidated the concern expressed in Kasneci et al. (2023) that the effortlessly generated information could negatively impact students’ critical thinking and problem-solving skills as ChatGPT simplified the process of acquiring information, and by doing so increased students’…”
Markus, H., & Nurius, P. (1986) · American Psychologist · doi:10.1037/0003-066x.41.9.954 · Cited by 5,806 · see citing works
Research Design: Qualitative, Quantitative, and Mixed Methods Approaches
Perreault, K. (2010) · Manual Therapy · doi:10.1016/j.math.2010.09.003 · Cited by 4,875 · see citing works
2. The L2 Motivational Self System
Dörnyei, Z. (2009) · Motivation, Language Identity and the L2 Self · doi:10.21832/9781847691293-003 · Cited by 2,052 · see citing works
ChatGPT for Language Teaching and Learning
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023) · RELC Journal · doi:10.1177/00336882231162868 · Cited by 1,371 · cited 2× · see citing works
“For ChatGPT (OpenAI, 2023), we provided students with the following exemplar prompts during the training session based on Kohnke et al. (2023) and Guo and Wang (2023) and encourage students to use all of them for every revision task: (1)You are an expert writer, please point out and correct all the…”
Walter, Y. (2024) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00448-3 · Cited by 1,113 · cited 1× · see citing works
“Meanwhile, prompt engineering has gradually been regarded as an important skill that students need to be equipped with (Miao & Holmes, 2023; Tseng & Warschauer, 2023; Walter, 2024).”
Guidance for generative AI in education and research
(2023) · doi:10.54675/ewzm9535 · Cited by 808 · see citing works
Using ChatGPT for second language writing: pitfalls and potentials
Barrot, J. S. (2023) · Assessing Writing · doi:10.1016/j.asw.2023.100745 · Cited by 770 · cited 3× · see citing works
“The studies of feedback provided by ChatGPT have followed a similar research route on examining the accuracy of ChatGPT feedback as well as its effects (Barrot, 2023a; Su et al., 2023; Wang et al., 2024).”
Song, C., & Song, Y. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1260843 · Cited by 717 · see citing works
The Psychology of the Language Learner
Dörnyei, Z. (2014) · doi:10.4324/9781410613349 · Cited by 700 · see citing works
Collaborating with ChatGPT in argumentative writing classrooms
Su, Y., Lin, Y., & Lai, C. (2023) · Assessing Writing · doi:10.1016/j.asw.2023.100752 · Cited by 679 · see citing works
AI-generated feedback on writing: insights into efficacy and ENL student preference
Escalante, J., Pack, A., & Barrett, A. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00425-2 · Cited by 589 · see citing works
Impact of AI assistance on student agency
Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., & Siemens, G. (2024) · Computers & Education · doi:10.1016/j.compedu.2023.104967 · Cited by 548 · cited 1× · see citing works
“…simplified the process of acquiring information, and by doing so increased students’ laziness and counteract their interest in independent learning, and that without guidance, students tend to rely on instead of learning from AI assistance, which weakens student agency (Darvishi et al., 2024).”
Student engagement with teacher and automated feedback on L2 writing
Zhang, Z. (., & Hyland, K. (2018) · Assessing Writing · doi:10.1016/j.asw.2018.02.004 · Cited by 546 · see citing works
Comparing the quality of human and ChatGPT feedback of students’ writing
Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Olson, C. B. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101894 · Cited by 509 · cited 3× · see citing works
“Both AWE feedback and ChatGPT feedback were compared to human feedback, and both have their strengths and weaknesses (Guo & Wang, 2023; Lu et al., 2024; Steiss et al., 2024; Wang et al., 2024; Zhang & Hyland, 2018).”
Guo, K., & Wang, D. (2024) · Education and Information Technologies · doi:10.1007/s10639-023-12146-0 · Cited by 449 · see citing works
Automated writing evaluation: Defining the classroom research agenda
Warschauer, M., & Ware, P. (2006) · Language Teaching Research · doi:10.1191/1362168806lr190oa · Cited by 337 · see citing works
Wilson, J., & Czik, A. (2016) · Computers & Education · doi:10.1016/j.compedu.2016.05.004 · Cited by 297 · see citing works
Partnering with AI: Intelligent writing assistance and instructed language learning
Godwin-Jones, R. (2022) · Language Learning & Technology · doi:10.64152/10125/73474 · Cited by 285 · see citing works
The effects of computer-generated feedback on the quality of writing
Stevenson, M., & Phakiti, A. (2014) · Assessing Writing · doi:10.1016/j.asw.2013.11.007 · Cited by 275 · see citing works
Karataş, F., Abedi, F. Y., Ozek Gunyel, F., Karadeniz, D., & Kuzgun, Y. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12574-6 · Cited by 252 · see citing works
Barrot, J. S. (2023) · Computer Assisted Language Learning · doi:10.1080/09588221.2021.1936071 · Cited by 248 · cited 2× · see citing works
“…such as Grammarly, Criterion, and Pigai, were designed to provide both summative scores and formative feedback for learners’ writing, based on natural language processing, artificial intelligence, latent semantic analysis, etc. (Barrot, 2021; Shi & Aryadoust, 2023, 2024; Warschauer & Ware, 2006).”
A systematic review of AI-based automated written feedback research
Shi, H., & Aryadoust, V. (2024) · ReCALL · doi:10.1017/s0958344023000265 · Cited by 222 · see citing works
Self-citationFuture selves, enjoyment and anxiety as predictors of L2 writing achievement
Tahmouresi, S., & Papi, M. (2021) · Journal of Second Language Writing · doi:10.1016/j.jslw.2021.100837 · Cited by 222 · see citing works
Is Chatgpt a menace for creative writing ability? An experiment
Niloy, A. C., Akter, S., Sultana, N., Sultana, J., & Rahman, S. I. U. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12929 · Cited by 198 · see citing works
Teacher written corrective feedback: Less is more
Lee, I. (2019) · Language Teaching · doi:10.1017/s0261444819000247 · Cited by 198 · see citing works
Motivational Mechanisms Underlying Second Language Achievement: A Regulatory Focus Perspective
Papi, M., & Khajavy, G. H. (2021) · Language Learning · doi:10.1111/lang.12443 · Cited by 179 · see citing works
The Effectiveness of Automated Writing Evaluation on Writing Quality: A Meta-Analysis
Zhai, N., & Ma, X. (2022) · Journal of Educational Computing Research · doi:10.1177/07356331221127300 · Cited by 169 · see citing works
Boudouaia, A., Mouas, S., & Kouider, B. (2024) · Journal of Educational Computing Research · doi:10.1177/07356331241247465 · Cited by 169 · see citing works
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?
Lu, Q., Yao, Y., Xiao, L., Yuan, M., Wang, J., & Zhu, X. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2301722 · Cited by 158 · see citing works
Artificial Intelligence in Foreign Language Learning and Teaching
Schmidt, T. D., & Strassner, T. (2022) · Anglistik · doi:10.33675/angl/2022/1/14 · Cited by 151 · see citing works
The impact of ChatGPT on L2 writing and expected responses: Voice from doctoral students
Zou, M., & Huang, L. (2024) · Education and Information Technologies · doi:10.1007/s10639-023-12397-x · Cited by 139 · see citing works
ChatGPT's capabilities in providing feedback on undergraduate students’ argumentation: A case study
Wang, L., Chen, X., Wang, C., Xu, L., Shadiev, R., & Li, Y. (2023) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2023.101440 · Cited by 135 · see citing works
Kohnke, L. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100279 · Cited by 126 · see citing works
Contexts and Issues in Feedback on L2 Writing
Hyland, K., & Hyland, F. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108635547.003 · Cited by 124 · see citing works
Ding, L., & Zou, D. (2024) · Education and Information Technologies · doi:10.1007/s10639-023-12402-3 · Cited by 122 · see citing works
AI-writing tools in education: If you can’t beat them, join them
Tseng, W., & Warschauer, M. (2023) · Journal of China Computer-Assisted Language Learning · doi:10.1515/jccall-2023-0008 · Cited by 119 · cited 3× · see citing works
“Compared to AWE, ChatGPT has far more affordances (Barrot, 2023a, 2023b; Godwin-Jones, 2024; Tseng & Warschauer, 2023), and is not pre-customized for learners of certain language proficiency.”
Kim, T.-Y. (2009) · Multilingual Matters eBooks · doi:10.21832/9781847691293-015 · Cited by 115 · see citing works
A systematic review of automated writing evaluation systems
Shi, H., & Aryadoust, V. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11200-7 · Cited by 111 · see citing works
Self-citationAutomated Grammatical Error Detection for Language Learners
Leacock, C., Chodorow, M. S., Gamon, M., & Tetreault, J. (2010) · Synthesis lectures on human language technologies · doi:10.1007/978-3-031-02137-4 · Cited by 105 · see citing works
Exploring the potential of ChatGPT in assessing L2 writing accuracy for research purposes
Pfau, A., Polio, C. G., & Xu, Y. (2023) · Research Methods in Applied Linguistics · doi:10.1016/j.rmal.2023.100083 · Cited by 91 · see citing works
ChatGPT as a Language Learning Tool: An Emerging Technology Report
Barrot, J. S. (2023) · Technology Knowledge and Learning · doi:10.1007/s10758-023-09711-4 · Cited by 82 · see citing works
Exploring ChatGPT as a writing assessment tool
Bucol, J. L., & Sangkawong, N. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2024.2363901 · Cited by 79 · see citing works
Zheng, C., Wang, L., & Chai, C. S. (2021) · Computer Assisted Language Learning · doi:10.1080/09588221.2021.1946562 · Cited by 79 · see citing works
Self-citationZhao, P., Zhu, X., Yao, Y., & Liao, X. (2023) · System · doi:10.1016/j.system.2023.103033 · Cited by 65 · see citing works
The effects of generative AI usage in EFL classrooms on the l2 motivational self system
Huang, J., & Mizumoto, A. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13071-6 · Cited by 62 · see citing works
Waer, H. (2021) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2021.1914062 · Cited by 60 · see citing works
Xu, J., & Zhang, S. (2021) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-021-00577-7 · Cited by 58 · see citing works
Computer-Mediated Corrective Feedback to Improve L2 Writing Skills: A Meta-Analysis
Mohsen, M. A. (2022) · Journal of Educational Computing Research · doi:10.1177/07356331211064066 · Cited by 56 · see citing works
Automated writing evaluation use in second language classrooms: A research synthesis
Karatay, Y., & Karatay, L. (2024) · System · doi:10.1016/j.system.2024.103332 · Cited by 49 · see citing works
Mujtaba, S. M., Reynolds, B. L., Parkash, R., & Singh, M. K. M. (2021) · Assessing Writing · doi:10.1016/j.asw.2021.100566 · Cited by 42 · see citing works
Automated written corrective feedback: Error-correction performance and timing of delivery
Ranalli, J., & Yamashita, T. (2022) · Language learning & technology · doi:10.64152/10125/73465 · Cited by 38 · see citing works
Utilizing OpenAI 's GPT ‐4 for written feedback
Carlson, M., Pack, A., & Escalante, J. (2023) · TESOL Journal · doi:10.1002/tesj.759 · Cited by 29 · see citing works
The Bloomsbury Handbook of Language Learning and Technology
Boulton, A., & Pérez-Paredes, P. (2024) · Bloomsbury Publishing Plc eBooks · doi:10.5040/9781350340350 · Cited by 24 · see citing works
Aubrey, S., & Philpott, A. (2019) · RELC Journal · doi:10.1177/0033688219865409 · Cited by 13 · see citing works
Self-citationExpanding the learning ecology and autonomy of language learners with mobile technologies
Stockwell, G., & Wang, Y. (2024) · DOAJ (DOAJ: Directory of Open Access Journals) · doi:10.30191/ets.202404_27(2).sp05 · Cited by 13 · see citing works
Assessing reading comprehension in CET-4: a cross-sectional case study
Huang, C. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2061012 · Cited by 5 · see citing works
Flagged first, then by citations
1 of the 61 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
Generative AI and L2 Written Feedback Studies: A Scoping Review
Crosthwaite, P., & Sun, S. (2026) · RELC Journal · doi:10.1177/00336882251386530 · Cited by 50 · see citing works
Ding, L., Zou, D., & Kohnke, L. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13775-3 · Cited by 50 · see citing works
Pawlak, M., Kruk, M., Shirvan, M. E., Taherian, T., & Karimpour, S. (2025) · Computer Assisted Language Learning · doi:10.1080/09588221.2025.2498094 · Cited by 28 · see citing works
Generative AI vs. Teachers: Feedback Quality, Feedback Uptake, and Revision
Yu, H., & Xie, Q. (2025) · Language Teaching Research Quarterly · doi:10.32038/ltrq.2025.47.07 · Cited by 22 · see citing works
Teng, L. S., Deng, X., & Yang, J. (2026) · System · doi:10.1016/j.system.2026.103970 · Cited by 16 · see citing works
Liu, M., Zhang, L. J., & Neufeld, T. J. E. (2025) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2025.2549754 · Cited by 15 · see citing works
Nazaretsky, T., Gabbay, H., & Käser, T. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100533 · Cited by 15 · see citing works
Exploring the effectiveness of a DDL-GenAI teaching mode in students’ EFL writing classroom
Dong, J., & Wang, H. (2025) · Computer Assisted Language Learning · doi:10.1080/09588221.2025.2577369 · Cited by 12 · see citing works
Yang, Y., & Lin, C. (2025) · Computer Assisted Language Learning · doi:10.1080/09588221.2025.2513988 · Cited by 12 · see citing works
AI-assisted language learning: ChatGPT's impact on mastering English tenses at the university level
Lukešová, A., & Jennings, P. (2026) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2026.102532 · Cited by 11 · see citing works
Shan, Z., Song, Z., Xu, J., Chen, W., & Chen, L. (2025) · Behavioral Sciences · doi:10.3390/bs15040540 · Cited by 9 · see citing works
Hoàng, N. H. (2025) · RELC Journal · doi:10.1177/00336882251367785 · Cited by 8 · see citing works
Zhong, W., Yang, Y., Jing, B., Yang, X., Tan, Z., & Wei, Q. (2025) · PLoS ONE · doi:10.1371/journal.pone.0335210 · Cited by 8 · see citing works
A translanguaging perspective on students’ use of generative artificial intelligence in L2 writing
Yu, R., & Jiang, L. G. (2025) · Computer Assisted Language Learning · doi:10.1080/09588221.2025.2592677 · Cited by 8 · see citing works
Challenges of integrating ChatGPT into EFL writing: an Activity Theory framework
Jung, J., Joo, S., Park, H., & Han, I. (2026) · Computer Assisted Language Learning · doi:10.1080/09588221.2026.2617386 · Cited by 8 · see citing works
Artificial Intelligence in Language Assessment Research: A Scoping Review
O’Grady, S., Göktürk, N., & Rossi, O. (2026) · Research Synthesis in Applied Linguistics · doi:10.1080/29984475.2026.2633389 · Cited by 8 · see citing works
Zhang, Y. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1841607 · Cited by 8 · see citing works
Liu, C., & Liang, M. (2026) · System · doi:10.1016/j.system.2026.104018 · Cited by 7 · see citing works
Rogti, M., & Ouarniki, O. (2026) · Language Teaching Research · doi:10.1177/13621688261420086 · Cited by 7 · see citing works
Wang, Y. (2026) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70179 · Cited by 6 · see citing works
Liang, J., Huang, F., & Teo, T. P. (2026) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2026.101651 · Cited by 6 · see citing works
Fan, K., & Gao, T. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.107069 · Cited by 6 · see citing works
Son, J., & Philpott, A. (2026) · Cambridge University Press eBooks · doi:10.1017/9781009650809 · Cited by 6 · see citing works
Researching Generative AI in Applied Linguistics
(2025) · doi:10.31274/isudp.2025.211 · Cited by 6 · see citing works
Impacto del ChatGPT en la planificación microcurricular para docentes de Educación General Básica
Pacheco, R. J. P., Espinoza, O. M. A., & Rengel, V. M. C. (2025) · MENTOR revista de investigación educativa y deportiva · doi:10.56200/mried.v4i12.10942 · Cited by 6 · see citing works
Rong, M., & Yao, Y. (2026) · ECNU Review of Education · doi:10.1177/20965311261437802 · Cited by 5 · see citing works
Uçan, S., & Uçan, A. D. (2026) · Journal of Academic Ethics · doi:10.1007/s10805-026-09739-y · Cited by 5 · see citing works
LLM-Generated Feedback in L2 Writing: A Scoping Review
Craven, L., & Fredrick, D. R. (2026) · Education Sciences · doi:10.3390/educsci16081196 · Cited by 4 · see citing works
Rahim, S. A., & Gregory, N. A. (2025) · International Journal of Academic Research in Business and Social Sciences · doi:10.6007/ijarbss/v15-i9/26490 · Cited by 4 · see citing works
ChatGPT-Based Reflective Feedback to Improve EFL Graduate Students’ Academic Writing for Publication
Nurjati, N., Syahria, N., & Khan, A. K. B. S. (2025) · Journal of Languages and Language Teaching · doi:10.33394/jollt.v13i4.14858 · Cited by 4 · see citing works
Li, X., Wang, W., & Gu, L. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2587925 · Cited by 4 · see citing works
Sudo, H., Noborimoto, Y., & Takahashi, J. (2025) · JMIR Medical Education · doi:10.2196/85614 · Cited by 4 · see citing works
Du, J. L., & Chen, Y. (2026) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2026.1802007 · Cited by 4 · see citing works
Technostress and English Language Learning in the Age of Generative AI
Dizon, G., Gold, J., & Barnes, R. (2025) · The EuroCALL Review · doi:10.4995/eurocall.2025.23851 · Cited by 3 · see citing works
Yu, H., Verspoor, M. H., & Peng, H. (2026) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2026.2618187 · Cited by 3 · see citing works
Can ChatGPT Scaffold Postgraduate Students’ Thesis Proposals? Voices of EFL Teachers and Students
Arifani, Y., Anwar, K., Maruf, N., Setyaningrum, R. W., Masduki, M., & Sahiruddin, S. (2026) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.25.2.40 · Cited by 3 · see citing works
Fan, L., Xiong, L., Xiao, W., & Cheung, A. K. F. (2026) · The Interpreter and Translator Trainer · doi:10.1080/1750399x.2026.2657807 · Cited by 3 · see citing works
Mohamed, R. A. A. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2649549 · Cited by 3 · see citing works
ChatGPT’s Potential to Enhance Language Learners’ Proximal Development through Dialogic Interaction
Özturan, T., & Shrestha, P. (2025) · doi:10.31274/isudp.2025.211.02 · Cited by 2 · see citing works
Cando, A. Y. R., & Quiñonez, M. A. A. (2025) · Boletín Científico Ideas y Voces · doi:10.60100/bciv.v5i3.260 · Cited by 2 · see citing works
The Impact of Chatgpt on Students’ Academic Writing Performance: A Meta-Analytic Study
Alvizo, J. B. (2025) · Journal of Educational Analytics · doi:10.55927/jeda.v4i4.381 · Cited by 2 · see citing works
Empowering Writing through AIGC in Higher Education: A Systematic Review
Hou, D., Tian, K., Zhang, W., Li, K., & Cheng, W. (2025) · International Conference on Distance Education and Learning (ICDEL) · doi:10.1109/icdel65868.2025.11193567 · Cited by 2 · see citing works
Afra, R., & Jalali, V. (2025) · Indonesian EFL Journal Journal of ELT Linguistics and Literature · doi:10.47759/dh8z7q68 · Cited by 2 · see citing works
Clarity Without Credibility? Human Versus AI Abstracts in Otolaryngology
Hack, S., Attal, R., Levi, L., Liu, D. T., Manavi, M. S., Locatello, L. G., Fieux, M., de Joya, E. M., Gutovitz, J. M., Eliahu, S., et al. (2026) · World Journal of Otorhinolaryngology - Head and Neck Surgery · doi:10.1002/wjo2.70104 · Cited by 2 · see citing works
Damanik, S. F., Ariatna, Hartoyo, I., & Nasution, N. S. (2026) · Indonesian Journal of Applied Linguistics · doi:10.17509/g0n3qw05 · Cited by 2 · see citing works
Khuder, B., Cervin-Ellqvist, M., Borght, M. V., & Wingrove, P. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2026.2653882 · Cited by 2 · see citing works
Moeiniasl, H. (2026) · Assessing Writing · doi:10.1016/j.asw.2026.101061 · Cited by 2 · see citing works
Zhang, D., Hong, X., & Qi, Y. (2026) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2026.101121 · Cited by 2 · see citing works
ChatGPT in EFL academic writing instruction in Asian higher education: A scoping review
Heng, B., & Nawas, A. (2026) · Review of Education · doi:10.1002/rev3.70213 · Cited by 2 · see citing works
Uso de los chatbots y asistentes virtuales en la mejora de la fluidez oral en ingles
Panchi, F. S. P., Panchi, M. N. P., & Panchi, P. D. P. (2025) · MENTOR revista de investigación educativa y deportiva · doi:10.56200/mried.v4i11.10079 · Cited by 2 · see citing works
Transforming Learning or Empty Promise? A Meta-Analysis of Generative AI in EducationPreprint
Tang, X., Wang, X., Dong, L., & Zhang, J. C. (2025) · Research Square · doi:10.21203/rs.3.rs-7577394/v1 · Cited by 2 · see citing works
The AI Paradox in L2 Writing: Why Helpful Feedback Creates Unhelpful Dependency in Higher EducationPreprint
SEDDIKI, M., & Korichi, S. (2026) · Research Square · doi:10.21203/rs.3.rs-8731897/v2 · Cited by 2 · see citing works
Wang, L., & Ren, B. (2025) · Education Sciences · doi:10.3390/educsci15121658 · Cited by 1 · see citing works
Generative Artificial Intelligence for L2 Writing Feedback: Potentials and Pitfalls
Zuo, X., & Zhu, R. (2025) · US-China Education Review A · doi:10.17265/2161-623x/2025.12.004 · Cited by 1 · see citing works
GenAI-mediated feedback for EFL writing: effects, student uptake and ethics: a systematic review
Sulistiyo, U., Angraini, D., & Fikri, H. M. (2026) · Learning Futures and Emerging Technologies · doi:10.1108/lfet-04-2026-0052 · Cited by 1 · see citing works
Barzanji, A. M., & Alsofyani, A. H. (2026) · Arab World English Journal · doi:10.24093/awej/ai3.1 · Cited by 1 · see citing works
Exploring the Impact of ChatGPT on EFL Learners’ Lab Report Writing: A Comparative Study
Wei, T., Zhou, N., & Yu, W. (2026) · Communications in computer and information science · doi:10.1007/978-3-032-17026-2_16 · Cited by 1 · see citing works
Boudouaia, A., Khattala, A., & Bennouioua, H. (2026) · Journal of Computing in Higher Education · doi:10.1007/s12528-026-09491-7 · Cited by 1 · see citing works
Ding, L., Zou, D., Kohnke, L., & Xie, H. (2025) · International Conference on Artificial Intelligence and Teacher Education (ICAITE) · doi:10.1109/icaite68636.2025.11442331 · Cited by 1 · see citing works
GAI vs. AWE in writing feedback: a comparison from student engagement perspective
Yang, F., Qian, L., & Li, K. (2026) · Educational Psychology · doi:10.1080/01443410.2026.2659713 · Cited by 1 · see citing works
Algorithmic normativity or democratization? Global Englishes at the crossroads of generative AI
Musaev, T. (2026) · Critical Inquiry in Language Studies · doi:10.1080/15427587.2026.2672557 · Cited by 1 · see citing works
Li, Z. H. (2026) · Computer Assisted Language Learning · doi:10.1080/09588221.2026.2685753 · Cited by 1 · see citing works
Effectiveness of GenAI in enhancing writing performance: a meta-analysis
Teng, M. F. (2026) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-026-00444-2 · Cited by 1 · see citing works
Using LLM chatbots for feedback in L2 English academic writing: a scoping review
Ho, N. N. Y., Rappa, N. A., & Wishart, J. (2026) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2026.2698704 · Cited by 1 · see citing works
Shi, S., & Wang, Y. (2026) · European Journal of Education · doi:10.1111/ejed.70791 · Cited by 1 · see citing works
Choi, W. (2026) · PLoS ONE · doi:10.1371/journal.pone.0354603 · Cited by 1 · see citing works
Generative AI for Second Language Writing Feedback, Assessment, and Instruction
Li, M., Han, J., & Taha, G. (2026) · Cambridge University Press eBooks · doi:10.1017/9781009657334 · Cited by 1 · see citing works
Zhao, H., & Ji, J. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1904852 · Cited by 1 · see citing works
Zou, M., Reinders, H., & Wang, W. (2026) · Computer Assisted Language Learning · doi:10.1080/09588221.2026.2733006 · Cited by 1 · see citing works
Xiong, M., & Teo, T. P. (2026) · TESOL Quarterly · doi:10.1002/tesq.70235 · Cited by 1 · see citing works
Torres, M. E. P., Pacha, I. C. T., Peralta, V. A. R., & Ortiz, E. X. G. (2025) · MENTOR revista de investigación educativa y deportiva · doi:10.56200/mried.v4i11.10098 · Cited by 1 · see citing works
Jecha, J., Liang, Y., Han, J., & Nassor, H. (2026) · Research Square · doi:10.21203/rs.3.rs-9461812/v1 · Cited by 1 · see citing works
Semantic Response Mechanisms of L2 Writing Revision Behavior under Generative AI Feedback
Shi, Y. (2026) · Applied and Computational Engineering · doi:10.54254/2755-2721/2026.36194
Li, Y., Sulaiman, N. A., & Omar, H. B. (2025) · Forum for Linguistic Studies · doi:10.30564/fls.v7i9.10921
Ma, R. (2026) · English for Specific Purposes · doi:10.1016/j.esp.2026.03.004
Li, Y., Sulaiman, N. A., & Omar, H. B. (2025) · Future Technology · doi:10.55670/fpll.futech.4.4.9
The AI Paradox in L2 Writing: Why Helpful Feedback Creates Unhelpful Dependency in Higher EducationPreprint
SEDDIKI, M., & Korichi, S. (2026) · Research Square · doi:10.21203/rs.3.rs-8731897/v1
Thapa, M. B. (2026) · Journal of English Language Teaching · doi:10.66121/wkh0me44
Xie, L., Li, L. X., Li, H., Yuan, Z., Fang, Z., & Qiao, S. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.70151
Yoong, M., Ong, T. T., Groves, M., & Cohen, M. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.6283653
Hu, X., Lasagabaster, D., Bier, A., & Gao, R. (2026) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2026.2636133
Ji, Z., & Kaur, N. (2026) · International Journal of Modern Education · doi:10.35631/ijmoe.829068
Leveraging Generative AI for IELTS Preparation: Student Perspectives on Language Learning
Day, M. J., & Zhang, T. (2026) · Education Sciences · doi:10.3390/educsci16050673
Muthmainnah, M., Cardoso, L., Yakin, A. M. A., Asha, L., Baihaqi, Y., Apriani, E., & Supardan, D. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-7097-2.ch009
Pranoto, D. C. Y., Rufi’i, R., Sabariah, S., & Bandono, A. (2025) · International Journal of Artificial Intelligence Research · doi:10.29099/ijair.v9i1.1.1569
The impact of ChatGPT on improving Iranian EFL learners’ narrative writing
Saeedi, M., & Baleghizadeh, S. (2026) · Journal of Second Language Studies · doi:10.1075/jsls.00062.sae
Harnessing AI for CEFR-Aligned Writing Assessment: A Study of a Customised GPT
Chuan, C. W., Yunus, M. M., & Hashim, H. B. (2026) · International Journal of Research and Innovation in Social Science · doi:10.47772/ijriss.2026.100400326
Managing AI reliability in L2 writing: Designing a systematic framework
Aljebreen, S. (2026) · International Journal of Linguistics Literature & Translation · doi:10.32996/ijllt.2026.5.1.10
Haidar, H., Suryoputro, G., & Safi’i, I. (2026) · JPI (Jurnal Pendidikan Indonesia) · doi:10.23887/jpi-undiksha.v15i1.101876
ChatGPT and Adult English Language Learning: A Scoping Literature Review
Askari, M., & Yazdani, J. (2026) · New Horizons in Adult Education and Human Resource Development · doi:10.1177/19394225261454716
Empathy-based Tutoring with Generative AI for Personalized Support in EFL Speaking Classrooms
Rogti, M. (2025) · Passerelle · doi:10.52919/passerelle.v14i1.422
Li, Y. (2026) · SHS Web of Conferences · doi:10.1051/shsconf/202623207031
Matrokhim, M. (2026) · Journal of Narrative and Language Studies · doi:10.59045/nalans.2026.95
Kang, S., Sung, M.-C., & Sung, H. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.70275
The Effects of Gen‐AI on Situated and Future‐Driven Academic Writing Motivation
Hu, X., Lasagabaster, D., Bier, A., & Hennebry‐Leung, M. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.70294
Jing, Q., & Liu, Y. (2026) · Written Communication · doi:10.1177/07410883261461562
Lee, S.-L. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-7749-0.ch006
Charly Jerome, J. (2026) · Indian Journal of Language and Linguistics · doi:10.54392/ijll2627
AI-Generated Corrective Feedback and L2 Learners’ Use of Lexical Bundles in Writing
Rassaei, E., & Soyoof, A. (2026) · Lecture notes in computer science · doi:10.1007/978-981-92-3761-6_16
ÇİFTCİ, H. (2026) · Journal of Educational Computing Research · doi:10.1177/07356331261469720
- Authors
- Shi, H., Chai, C. S., Zhou, S., & Aubrey, S.
- Affiliations
- Chinese University of Hong Kong (HK)
- Corresponding author
- Shi, Huawei
- Venue
- Computer Assisted Language Learning
- Publisher
- Informa UK Limited
- Published
- 2025-02-03
- Volume
- 39
- Issue
- 4
- Pages
- 1148-1175
- ISSN
- 0958-8221 (ISSN-L)
- 1744-3210
- OpenAlex
- W4407108474
- Cited by
- 109
- References
- 61
- Citations by year
- 2026: 87 · 2025: 22
- FWCI
- 387.04
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Computer Assisted Language Learning (publishedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- ChatGPT, automated writing evaluation, second language writing, writing performance, AI-generated feedback, student creativity, student agency, university students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
