Student perceptions of hybrid feedback: Using gen-AI to enhance engagement with EAP writing feedback

Abstract

Feedback is crucial in the learning process, yet many students struggle to engage with teacher feedback effectively. This study explores the potential of Generative Artificial Intelligence (gen-AI) to enhance student engagement with feedback in English for Academic Purposes (EAP) writing. Using a mixed-methods approach involving surveys and interviews with undergraduate students at a Sino-British transnational university where English is the medium of instruction (EMI), the research examines students’ cognitive, behavioral, and affective engagement with feedback, with a particular focus on how gen-AI tools can help clarify and implement feedback. The findings suggest that students perceive the integration of gen-AI with teacher feedback as effective, with improvements observed in cognitive, behavioral, and affective engagement, though behavioral engagement was slightly less pronounced. While the study highlights the potential benefits, it also identifies a range of concerns, indicating that a comprehensive approach is needed to address challenges related to integrating gen-AI in feedback processes. This research provides timely insights into how gen-AI can be used to foster students’ feedback engagement and enhance writing outcomes.