writing-feedback
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- PaperAssessing Writing14 Jul 2026
Development and evaluation of a student feedback agency scale
Jiaxian Ye, Lawrence Jun Zhang, Helen R. Dixon
A Student Feedback Agency Scale (SFAS) was developed and validated in two phases using Chinese international postgraduate students. Principal Component Analysis yielded six components (Action Taking, Goal Setting, Processing, Generating, Self-efficacy, Seeking), and Confirmatory Factor Analysis confirmed good model fit and structural invariance across gender, academic level, and discipline. The instrument provides a psychometrically sound tool for measuring student agency in writing feedback processes.
Original abstract
Feedback agency is a key concept in enhancing student writing performance. While growing attention has been paid to student feedback agency, existing research remains largely theoretical and qualitative. As a result, there is a lack of psychometrically supported instruments to measure this construct. To address this gap, the present two-phase study aimed to develop and evaluate a Student Feedback Agency Scale (SFAS), drawing on social cognitive theory. In the development stage, Principal Component Analysis (PCA) was conducted on a sample of 235 Chinese international postgraduate students. The results yielded a 23-item SFAS comprising six components: Action Taking, Goal Setting, Processing, Generating, Self-efficacy, and Seeking. Using an independent sample of 349 participants from the same population, Confirmatory Factor Analysis (CFA) was conducted in the evaluation stage. The results supported a good model fit (RMSEA = .055, IFI = .923, TLI = .908, and CFI = .922). Multi-group CFAs further confirmed the structural invariance across gender, academic level, and discipline. Overall, the findings provide psychometric evidence to support the interpretation and use of the SFAS scores to measure student agency in writing feedback processes. Based on these results, the factor structure and subscales of the SFAS are discussed, and implications are outlined.
- PaperAssessing Writing30 Jun 2026
Navigating the emotional journey of writing feedback: A scoping review of empirical studies (2005–2025)
Wenlei Zhu, Yao Zheng
This scoping review synthesizes empirical studies from 2005 to 2025 on the emotional dimensions of writing feedback, exploring how emotions influence the feedback process and outcomes. It maps key themes, theories, and gaps in research on both givers' and receivers' emotional experiences.
- PaperLanguage Learning & Technology29 Jun 2026
Generative AI, visual scaffolds, and metacognition in EFL writing
Mei-Rong Alice Chen
This study proposed a Generative AI-assisted Visually Guided Progressive (GAI-VGP) writing approach combining visual scaffolds with AI feedback to enhance metacognitive awareness in EFL writing. A quasi-experiment with 58 university students showed significant gains in writing performance, planning, and evaluation strategies, but no improvement in monitoring and limited critical reflection. The findings suggest AI can augment planning and evaluation but may lead to learners outsourcing self-regulation.
Original abstract
Fostering metacognitive awareness and reflective thinking remains a challenge in English as a Foreign Language (EFL) writing instruction. These cognitive processes are essential for enabling learners to monitor, evaluate, and engage in meaningful self-reflection throughout the writing cycle. Using Flower and Hayes’s cognitive process model and Jasper’s Experience-Reflection-Action framework, this study proposes a Generative AI-assisted Visually Guided Progressive (GAI-VGP) writing approach. This pedagogical design integrates step-by-step visual scaffolds with interactive AI feedback to foreground learner agency and promote reflective engagement. To evaluate this approach, a semester-long quasi-experimental study was conducted with 58 EFL university students. Data sources included pre- and post-writing tests, metacognitive awareness questionnaires, reflective thinking scales, AI chat logs, and reflection notes. The results showed that the GAI-VGP group significantly outperformed the conventional VGP group in writing performance, planning and evaluation strategies, and reflective awareness. Qualitative analyses indicated increased engagement in understanding and reflectively evaluating writing strategies, although critical reflection remained limited across both groups. Although AI significantly enhanced planning and evaluation, monitoring showed no significant gains, with prompt-log evidence revealing a displacement pattern in which learners outsourced real-time regulation to AI validation.
- PaperJournal of Second Language Writing2 Jun 2026
A good relationship is not enough: How teacher trust shapes feedback-seeking behaviors in second language writing
Mostafa Papi, Jeannine Turner, Wenting Song, Hadya Soliman et al.
Teacher trust, beyond a good relationship, shapes how second language writing students seek feedback, influencing their engagement and learning outcomes.
- PaperERIC — Assessment & second language1 Jan 2025
Language Assessment and Learning through AI Technology: An Exploratory Study on Using GPT for Young EFL Learners' Writing
Mikyung Kim Wolf, Michael Suhan
GPT-4 was integrated into an automated writing feedback tool for young EFL learners. In a small-scale study, students interacted with AI-generated feedback, showing potential for supporting L2 writing development. The findings offer insights for using generative AI in language assessment and learning for young learners.
Original abstract
With the rapid advancement of generative AI technology using large language models, various AI tools have emerged for educational use. Among these tools, ChatGPT has gained traction in second language (L2) writing due to its significant potential as a writing assistant for ESL/EFL learners. This study explored how young EFL students interact with and utilize feedback generated by GPT-4 for their writing. Conducted within the context of developing an automated writing feedback tool to support potential TOEFL Junior Writing test users, this article reports on our small-scale prototyping study, detailing the development of the prototype tool. Building on the extensive work by Carol Chapelle on the use of technology in L2 learning and assessment, our study offers new insights into young EFL students' use of generative AI technology in their L2 writing development. The implications of our findings for further research and practice for using generative AI technology in language assessment and learning for young learners are discussed.