Ken Hyland

University of East Anglia, UK

Abstract

This paper explores the role of artificial intelligence (AI) in feedback on second language (L2) writing, focusing on both Automated Writing Evaluation (AWE) and emerging Generative AI (GenAI) tools. It examines AI-generated feedback across five dimensions: accuracy, relevance, empathy, learner engagement, and educational impact. The analysis shows that AI is effective in supporting surfacelevel features such as grammar, vocabulary, and clarity, and offers advantages in terms of immediacy and accessibility. However, it is less reliable in addressing deeper aspects of writing, including argumentation, disciplinary conventions, and audience awareness. Student perspectives suggest that AI feedback is valued for revision support but does not replace the depth and interaction of teacher feedback. The paper argues that AI is most effective when used in combination with teacher guidance, supporting both efficient feedback practices and meaningful learning.

Keywords

Artificial intelligence, L2 writing, feedback, automated writing evaluation, generative AI, educational technology