The impact of ai-assisted feedback on academic writing development among efl learners

Nodira, Raxmonova

Қўқон ДПИ. Илмий хабарлар · 2026-yil

Annotatsiya

This article examines the impact of artificial-intelligence-assisted feedback on the development of academic writing among learners of English as a Foreign Language (EFL). The study adopts an integrative applied-linguistic perspective and synthesizes recent empirical and review-based evidence on automated written corrective feedback, generative-AI feedback, and hybrid AI–teacher feedback. Particular attention is given to grammatical accuracy, lexical development, coherence and cohesion, argumentation, revision behaviour, learner autonomy, feedback literacy, and ethical use. The reviewed evidence indicates that AI-assisted feedback is especially effective for immediate error detection, language-form revision, and iterative drafting, while its contribution to higher-order dimensions such as argument quality, disciplinary voice, source integration, and original reasoning is more variable. The analysis also shows that learner engagement mediates the value of automated feedback: uncritical acceptance may improve surface correctness without necessarily producing durable learning, whereas selective evaluation and revision can support noticing, self-regulation, and metalinguistic awareness. On this basis, the article proposes a five-stage pedagogical cycle— independent drafting, targeted AI consultation, critical evaluation, revision, and reflective verification-for integrating AI feedback into EFL academic writing instruction. The study concludes that AI should be treated as a formative and dialogic support tool rather than as an autonomous evaluator or substitute for teacher expertise. The strongest pedagogical configuration is a hybrid model in which AI provides timely, individualized feedback and teachers retain responsibility for contextual interpretation, rhetorical development, academic integrity, and learner agency.

Maqola ma’lumotlari
MualliflarNodira, Raxmonova
JurnalҚўқон ДПИ. Илмий хабарлар
NashriyotҚўқон давлат педагогика институти
ISSN3030-3958
Nashr sanasi2026-10-11
Jild8
Son09
Betlar694-706
TilIngliz
DOI10.70728/c.series.ped.v08.i09.094
Indeksga qo‘shilgan2026-10-11

DOI: 10.70728/c.series.ped.v08.i09.094 · Maqolaning asl sahifasi

Kalit so‘zlar

artificial intelligence, AI-assisted feedback, academic writing, EFL learners, automated written corrective feedback, ChatGPT, Grammarly, feedback literacy, learner autonomy.

Iqtibos keltirish

APANodira, Raxmonova (2026). THE IMPACT OF AI-ASSISTED FEEDBACK ON ACADEMIC WRITING DEVELOPMENT AMONG EFL LEARNERS. Қўқон ДПИ. Илмий хабарлар, 8(09), 694-706. https://doi.org/10.70728/c.series.ped.v08.i09.094
GOST (OAK)Nodira, Raxmonova THE IMPACT OF AI-ASSISTED FEEDBACK ON ACADEMIC WRITING DEVELOPMENT AMONG EFL LEARNERS // Қўқон ДПИ. Илмий хабарлар. – 2026. – T. 8, № 09. – P. 694-706. – DOI: 10.70728/c.series.ped.v08.i09.094.
MLANodira, Raxmonova. “THE IMPACT OF AI-ASSISTED FEEDBACK ON ACADEMIC WRITING DEVELOPMENT AMONG EFL LEARNERS.” Қўқон ДПИ. Илмий хабарлар, 8(09), 694-706, 2026. https://doi.org/10.70728/c.series.ped.v08.i09.094
ChicagoNodira, Raxmonova. “THE IMPACT OF AI-ASSISTED FEEDBACK ON ACADEMIC WRITING DEVELOPMENT AMONG EFL LEARNERS.” Қўқон ДПИ. Илмий хабарлар, 8(09), 694-706 (2026). https://doi.org/10.70728/c.series.ped.v08.i09.094
HarvardNodira, Raxmonova (2026) ‘THE IMPACT OF AI-ASSISTED FEEDBACK ON ACADEMIC WRITING DEVELOPMENT AMONG EFL LEARNERS’, Қўқон ДПИ. Илмий хабарлар, 8(09), 694-706. https://doi.org/10.70728/c.series.ped.v08.i09.094
BibTeX
@article{nodiraraxmonova2026,
  title = {THE IMPACT OF AI-ASSISTED FEEDBACK ON ACADEMIC WRITING DEVELOPMENT AMONG EFL LEARNERS},
  author = {Nodira, Raxmonova},
  journal = {Қўқон ДПИ. Илмий хабарлар},
  year = {2026},
  volume = {8},
  number = {09},
  pages = {694-706},
  doi = {10.70728/c.series.ped.v08.i09.094},
  url = {https://doi.org/10.70728/c.series.ped.v08.i09.094}
}

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