Using Generative AI to provide feedback in Second Language Writing - Application insights by Prof. Shaofeng Li

In this post, I focus on using generative AI (GenAI) to provide feedback on second language learners’ written production, as providing feedback on students’ writing is one of the most commonly used functions of GenAI. This post is intended for teachers, students, researchers, and other individuals interested in benefiting from GenAI feedback. Some of the ideas I discuss here are derived from an article I authored on the application of GenAI in second language writing (Li, 2025; see the bibliographic information at the end of this post). In this post, I discuss principles for regulating GenAI feedback, which refers to users’ attempts to intervene in the feedback seeking process by providing criteria, supplying contextual information, assigning a role to GenAI, specifying feedback characteristics, vetting feedback quality, and exercising user agency. Provide feedback criteria. GenAI feedback should follow criteria, which could be the rubric for a writing assignment in a language class or the scoring protocol of a writing test such as the writing sections of TOEFL or IELTS. The reason criteria must be provided is that GenAI needs to be informed of the expectations to be met for the writing task. Criteria are genre- and task-specific, and without knowledge of the criteria, it is impossible for GenAI to provide targeted feedback. It is also important to provide training on the criteria, especially those that are not straightforward or are subject to multiple interpretations. For example, one of the assessment criteria for the IELTS writing test is “Task Response”. Without elaboration and exemplification, GenAI will likely not know what it means or how to provide feedback on that aspect of writing, or it may interpret it in ways that deviate from what it is intended to mean by the test developer. Furthermore, in a language class, teachers must ensure that feedback criteria for writing assignments are consistent with assessment criteria or the criteria used by teachers to grade students’ essays. In other words, what is assessed must be aligned with what is taught. Supply contextual information. Contextual information includes the writer’s background, the writing prompt, and the objectives of the writing task. The writer’s background may include information about the writer’s school level (high school), their second language proficiency such as levels in the Common European Framework of Reference for Languages (CEFR), the instructional setting, and any other information that may help GenAI provide customized feedback tailored to the learner or learner group. The writing prompt, which refers to the actual instructions for the writing assignment and may include information about the genre, audience, organization, word limit, and time limit, should be provided verbatim to GenAI. In addition, the objectives of the writing task, such as helping students learn how to write coherently or improving their accuracy in using the English subjunctive mood, should be communicated to GenAI. Assign an appropriate role. Assigning a role means giving GenAI a certain identity, such as teacher, editor, or native speaker—typical roles GenAI is asked to perform in research on GenAI feedback. Role assignment should not be random and should be based on the objective and context of the writing task. If the essay is written by an ESL student, then the assumed feedback provider is typically a teacher, who provides feedback for the purpose of helping the student learn how to write and improve their language skills, instead of or in addition to making the essay perfect. The teacher may prioritize errors typical of writers at this level or errors associated with the curricular goals or objectives of the current instructional module. If the feedback provider is a journal editor (or copyeditor), the primary objective is to improve the quality of the text instead of helping the writer learn how to write. Thus, feedback for learning is distinct from feedback for textual improvement. If GenAI is given the role of a native speaker, its duties as a feedback provider are vague and often need to be specified by the feedback seeker. Specify feedback characteristics. Feedback characteristics refer to the type, amount, language used (namely the writer’s first or second language), and layout (e.g., integrated in the text or presented as a list) of the expected feedback. According to research, these characteristics influence the effects of feedback on the development of students’ writing ability. For example, direct feedback, which provides the correct form to replace the error, has been found to be more effective than indirect feedback, which alerts the writer to the presence of an error without providing the correct form. Focused feedback that addresses certain aspects of writing is more effective than unfocused feedback that corrects all errors. Building on this point, I would like to argue that what feedback to elicit from GenAI is an empirical question, and teachers, students, and researchers should make informed decisions instead of decisions based on assumptions and experience. Vet feedback quality. One important step in feedback regulation is to vet the quality of GenAI feedback, which can be defined in terms of whether the generated feedback is consistent with the requirements or instructions included in the prompt and whether it meets the criteria for high-quality feedback. In Li (2025), I discussed the criteria for feedback quality, including whether the feedback is accurate, accessible (easily understood), actionable (writers know what to do), clear (unambiguous), supportive (vs. critical or negative), necessary (as opposed to redundant), and informed by research. It is important to vet GenAI feedback because research has demonstrated that it can be inaccurate, inconsistent, and unsystematic. Exercise user agency. One overarching, bedrock principle in feedback seeking is to exercise user agency, which is crucial in the era of GenAI. Exercising agency requires GenAI users to play an active role in the entire process of applying GenAI, using GenAI as a tool to meet their needs instead of allowing GenAI to dominate the process. Agency refers to a user’s endeavor to compare, select, decide, participate, evaluate, change, and innovate. Behaviors that reflect agency include, but are not limited to, comparing GenAI tools, making choices, conducting prompt engineering, specifying the parameters of the expected output (e.g., feedback), vetting the quality of the output, asking for justification, retaining writer voice and identity, improving GenAI’s functions, developing new applications, and developing GenAI literacy (basics of GenAI, strategies for effective use, limitations, and ethics). To be clear, exercising agency does not mean abandoning GenAI; rather, agency places humans at the center of technological advances, maximizing GenAI’s benefits and maintaining its subsidiary and instrumental status. Reference Li, S. (2025). Generative AI and second language writing. Digital Studies in Language and Literature, 2(1), 122-152. https://doi.org/10.1515/dsll-2025-0007 The information in this post is copyrighted.

PhD student Mohammad Mosiur Rahman wins the HAAL Best Paper from Novice Scholars Award

Our PhD student, Mohammad Mosiur Rahman, has won the Best Paper Award from Novice Scholars from the Hong Kong Association for Applied Linguistics (HAAL). The award-winning paper, co-authored with his supervisor, Chair Professor Guangwei Hu, "Translanguaging and trans-semiotizing in English-medium classrooms: Upholding university's policies or constructing knowledge?", was published in Linguistics and Education. Mosiur presented the paper at the HAAL Postgraduate Event and Award Presentation Ceremony on 22 May 2026.  Building on Mosiur’s prior research and his current doctoral project, the study uniquely integrates language policy, language ideology, translanguaging, and trans-semiotizing within a unified framework. It offers critical insights into the tension between rigid institutional English-only policies and the fluid, multilingual, and multimodal realities of the classroom, highlighting how teachers and students navigate this conflict by drawing on their full linguistic and semiotic repertoires to construct knowledge and foster learning. Read the full article here: https://bit.ly/4thFr2V

Postdoctoral Fellow Dr Bao Jie awarded funding by RGC Junior Research Fellow Scheme 2026/27

Dr Bao Jie, a Postdoctoral Fellow in our Department, was awarded funding by the RGC Junior Research Fellow Scheme (JRFS) 2026/27, organised by the Hong Kong Research Grants Council (RGC). Dr Bao has received the award for her project titled “Advancing Professional Doctoral Education in Hong Kong: Supervision, Academic Socialisation, and the Practice-Research Nexus.” The project investigates how supervisory practices in Professional Doctoral (PD) programmes shape students’ academic socialisation and their engagement with the relationship between professional practice and research. The project will be conducted under the strategic oversight of Prof. Hu Guangwei, Chair Professor of Applied Linguistics in our Department and Interim Dean of the Faculty of Humanities, who will serve as the Principal Investigator. Prof. Hu will provide guidance on the project’s theoretical framing, research design, and overall direction. The RGC JRFS is a highly competitive initiative that supports promising early-career researchers in Hong Kong. In the 2026/27 exercise, the RGC received 116 nominations from the eight UGC-funded universities. Following a rigorous assessment, 60 awardees were selected, and Dr Bao is one of the recipients.

ENGL at the "Humanistic Dialogues in the Age of AI" International Conference, Tsinghua University

The Department of English and Communication (ENGL) at The Hong Kong Polytechnic University (PolyU) sent a strong delegation of staff, researchers, and doctoral students to Beijing for the "Humanistic Dialogues in the Age of AI" International Conference, held from June 5 to 7, 2026, at Tsinghua University. The event brought together scholars from institutions across Asia, Europe, and beyond to explore how language, culture, literature, and education are being shaped by the rapid development of artificial intelligence. The conference was primarily organised by the Department of Foreign Languages and Literatures at Tsinghua University, in collaboration with PolyU, the University of Exeter, Waseda University, and Newcastle University. The Exeter-Tsinghua Institute of Global Humanities also served as a co-organiser. This multinational partnership gave the conference a genuinely broad scope, drawing speakers and participants from a wide range of disciplinary and cultural perspectives. Speakers addressed themes including heritage languages and migration, generative AI and authorship, comparative literature, transcultural exchange, and the future of foreign language pedagogy.  The ENGL delegation was led by Head of Department Professor Eric Friginal and Chair Professor Tony McEnery, who delivered one of the conference keynotes. Alongside them, a number of ENGL staff and doctoral students attended and contributed to the parallel sessions — a valuable opportunity for early-career members of the department to engage with current debates on AI in education and build connections with peers from partner institutions. The conference also carried particular significance for PolyU's Research Centre for Professional Communication in English (RCPCE). Known for its annual Talking Across the World (TAW) Symposium, RCPCE designated the Tsinghua conference as its flagship event for 2026 — a reflection of the centre's growing international reach and its commitment to fostering meaningful scholarly exchange at the highest level. The themes at the heart of the Beijing programme, spanning language education, communication, authorship, and humanistic inquiry in the age of AI, align closely with the research priorities of both ENGL and RCPCE. The delegation returned from Beijing with new collaborations to explore and conversations to build on.

Outstanding Alumni Award 2026 of PolyU Department of English and Communication – Announcement of Awardees

We are delighted to announce the recipients of the Outstanding Alumni Award 2026 of PolyU Department of English and Communication. The Department would like to recognise the significant achievements of three of our alumni in their fields. The three awardees listed below have all made remarkable contributions to PolyU, our Department, and society. The Alumni and Young Alumni awardees, in alphabetical order by family name, are: 1. Ms Iris CHEUNG Ah Yuk, Associate Director of Education, AISL Harrow Group (Graduate of 2005) Outstanding Alumni Award Ms Iris CHEUNG 's recognition in the Professional Achievement area has been demonstrated through her senior strategic leadership within prestigious international school groups and her bridge of local cultural values and global educational standards. As the Associate Director of Education for AISL Harrow Group, she provides strategic leadership to senior schools across Mainland China and Hong Kong, representing a distinguished level of professional achievement and underscoring her broad impact on educational leadership. Ms Cheung felt deeply honoured to receive this award from her alma mater. She shared, “My BA (Hons) in English Language Teaching journey provided the definitive foundation for the privilege of the work I get to do today. I am incredibly grateful for the collective efforts of the entire PolyU community, from the dedicated faculty to professional support teams like the SAO, who worked tirelessly to ensure student success. This recognition inspires me to continue fostering a student-first education experience and celebrating every part of their journey. Thank you, PolyU!”  2. Dr Wience LAI Wing Sze, Senior Lecturer & Associate Head, Division of Languages and Communication, College of Professional and Continuing Education, PolyU (Graduate of 2001) Outstanding Alumni Award Dr Wience Lai distinguished herself in the Scholarly Achievement area with contributions to phonetics, second-language education, and technology-enhanced language learning. Her research had a significant educational and societal impact in Hong Kong and other multilingual contexts. Her contributions, such as the QESS-funded project and pedagogic research, have also advanced English language learning, assessment equity, and pedagogic practice. Dr Lai promoted a more effective, inclusive, and evidence-based approach to teaching and assessment. Dr Lai was deeply honoured and grateful to receive the award: “My heartfelt thanks go to my nominator, Mr Paul Lee, and to the PolyU Department of English and Communication, where my undergraduate years were filled with warmth, inspiration, and treasured bonds with teachers and classmates. It was there that my love for linguistics, especially phonetics, first took root. That sense of belonging continues to guide me as I contribute to my alma mater through my work at PolyU CPCE.”  3. Dr Chenzi XU, Assistant Professor, Nanyang Technological University, Singapore (Graduate of 2016) Outstanding Young Alumni Award Dr Chenzi XU’s distinctive international profile in experimental and corpus phonetics and speech technology makes her stand out in the Scholarly Achievement area. As Principal Investigator of the Many Tones project, Dr Xu has led innovative cross-linguistic research on co-intrinsic pitch perception, strengthening international collaboration and advancing the field. Through the development of open research tools and widely adopted tutorials in phonetic analysis, corpus methods, and speech technology, she has made significant contributions to the global research community that extend well beyond her publications. Dr Xu said, “I am honoured to receive this award from the Department of English and Communication at PolyU.” She also expressed her gratitude, saying, “My years there, from coursework and student projects to service learning and work-integrated education, shaped my academic career in ways I could not have anticipated. I learnt that impactful research demands leadership, collaboration, and persuasive scientific argument. I am grateful to my former teachers and mentors, and I look forward to remaining an active part of this community.”

New Co-authored Volume by Prof. Eric Friginal and Prof. Jenifer Ho on Teaching Practices in the Age of Generative AI

We are delighted to announce the co-authored volume of "Technology and Language Learning: Effective Podcasting and Video-Based Language Teaching Practices in the Age of Generative AI" by our Department Head, Professor Eric Friginal, and our Associate Professor Jenifer Ho, published by Routledge. This book offers English language teachers around the world a practical and forward-thinking guide to integrating podcasting, video-based materials, and Generative AI (GenAI) technologies into their classrooms. It highlights how these tools are reshaping language education by enhancing learner engagement, accessibility, and autonomy. With a focus on ESL/EFL and ELT, the book explores how podcasts and videos can foster listening comprehension, vocabulary development, cultural awareness, and creative language production. Teachers will find strategies for using podcasts in flipped classrooms, creating authentic video-based activities, and guiding students in producing their own multimodal content. A central theme of the book is the transformative role of GenAI in streamlining content creation and personalizing language instruction. Tools like ElevenLabs, Canva, and Synthesia are presented as innovative resources for generating accessible, adaptive podcasts and videos tailored to diverse learner needs. The book also addresses the challenges and opportunities posed by GenAI, encouraging teachers to balance the use of AI-generated content with meaningful, authentic language practice. Real-world examples and case studies demonstrate how these technologies can be applied in dynamic, culturally sensitive, and inclusive ways. By bridging research and practice, this book empowers educators to embrace digital tools not as supplementary resources but as transformative components of modern pedagogy. It provides actionable guidance for integrating audio, video, and GenAI technologies into diverse teaching contexts, from traditional classrooms to hybrid and online models. Ultimately, the book invites teachers to reimagine their classrooms as innovative spaces where technology supports creativity, collaboration, and critical thinking, preparing students to thrive in a GenAI-driven, globally connected world. Read more: click here

Appointment of Professor Paul Baker as Professor of the Department of English and Communication

Our Department is delighted to announce the appointment of Professor Paul Baker as our Professor of the Department of English and Communication. Professor Baker brings a wealth of expertise and a distinguished record of scholarly excellence to our Department, and we warmly welcome him to the PolyU family. Paul Baker holds a BSc in Psychology from the University of Central Lancashire (1993), an MSc in Psychological Research Methods from Lancaster University (1994) and a PhD in Linguistics (2001) from Lancaster University. His academic career began at Lancaster University, where he became a lecturer in 2002, going on to become a Professor in 2012, as well as a member of the Corpus Approaches to Social Science ESRC-funded research centre. He joined the Department of English and Communication at The Hong Kong Polytechnic University in 2026. A leading authority in corpus linguistics, Professor Baker’s research examines corpus approaches to discourse analysis, using a wide range of corpora including newspapers, political debates, patient feedback, online propaganda and forums. He has developed new methods and techniques in corpus linguistics, including the integration of Graph Theory into collocational networks, triangulation methods, multimodal corpora, prototypical texts via keywords, and the concepts of lockwords and surprise words. He has also combined critical AI with corpus linguistics. Professor Baker has published 26 books and 49 journal articles, and is Commissioning Editor of the Journal Corpora. He is a fellow of the Royal Society of Arts and a Fellow of the Academy of Social Sciences. His research on the secret language Polari has been internationally recognised, earning his book Fabulosa a Times Higher Book of the Year Award in 2019. In 2026, he gave a lecture on Polari at the prestigious Darwin College lecture series at Cambridge University. He is consistently ranked among the world’s top 2% of scientists in Communication & Textual Studies (subfield: Languages & Linguistics) on Stanford University’s “World’s Top 2% Scientists” list. We anticipate the innovative perspectives that Professor Baker will bring to our Department, enhancing our research in Corpus Linguistics, Discourse Analysis, and Corpus-Assisted Discourse Analysis.

Fourth annual ENGL undergraduate conference 'PolyU-CALLS 2026' advances excellence in undergraduate research

The Department of English and Communication (ENGL) at The Hong Kong Polytechnic University (PolyU) successfully hosted the fourth PolyU Undergraduate Conference on Applied Linguistics and Language Studies (PolyU-CALLS 2026) on 28 March 2026. PolyU-CALLS 2026 was an outstanding success, welcoming approximately 120 attendees, including students and professors from PolyU, local institutions, and international peers from Indonesia, Japan, the Philippines, and Russia. The Conference featured more than 70 undergraduate presenters, alongside plenary talks by our Department’s Professor Michał Krzyżanowski and our alumnus, Mr Phil Woo, co-founder of allcareAI. The Department expressed its gratitude to all presenters for sharing their already impressive research projects, emphasising that participating in an academic conference of this caliber is a significant milestone and a testament to the hard work and dedication of the students and their mentors. It was further noted that this experience not only marks a major academic accomplishment for the participants but also positions them as key contributors to the future of applied linguistics and language studies. The conference highlighted the growing importance of undergraduate research in light of the transformative role of AI and modern language technologies, which are rapidly becoming critical drivers of innovation in the field. The Department would like to recognise the outstanding work and presentations by all student presenters at PolyU-CALLS 2026. Covering an impressive range of topics—from AI and language technologies to applied language studies, language in pop culture, and beyond—each presenter demonstrated remarkable passion and expertise. While every presentation was commendable, the PolyU-CALLS 2026 Organising Committee annually acknowledges a select few who go above and beyond in showcasing their work. This year’s PolyU-CALLS 2026 Award Winners are: Best PolyU-CALLS Presentation Award: Ka Nam CHAU (The Hong Kong Polytechnic University) Best ENGL Presentation Award: Chunyu DAI (The Hong Kong Polytechnic University) Best Non-ENGL Presentation Award: Ho Lam KWAN (Hong Kong Baptist University) Best Non-Local Presentation Award: Xinran SHI (City University of Macau) Best International Presentation Award: Isack Josua SASMITA SIAHAAN (Universitas Diponegoro, Indonesia) We extend our heartfelt thanks to all presenters, attendees, and contributors for making PolyU-CALLS 2026 a rewarding and memorable event. We look forward to welcoming even more participants next year. Together, we will continue to push the boundaries of applied linguistics and language studies, championing the next generation of scholars and innovators.

Prof. Li Shaofeng honoured with International Distinguished Scholar Award

Our Department is proud to announce that Prof. Li Shaofeng has been awarded the prestigious Distinguished Scholar Award by the International Association for the Psychology of Language Learning (IAPLL). The accolade was presented during the association’s biennial conference, hosted at Shantou University from 20 to 24 May 2026. This global honour recognises researchers who have made significant contributions to the field of psychology of language learning and teaching. In receiving this award, Prof. Li joins an elite group of eminent recipients, including outstanding researchers Jean-Marc Dewaele and Peter MacIntyre (previous recipient).  Beyond receiving the top honour, Prof. Li represented both PolyU and the journal Research Methods in Applied Linguistics across multiple high-profile sessions at the conference. He was invited to deliver a plenary address focusing on individual differences in second language acquisition (SLA) and task-based language teaching (TBLT). Furthermore, he conducted a specialised workshop on meta-analysis and contributed his expertise at the prominent editors’ forum.  We extend our warmest congratulations to Prof. Li on this outstanding milestone, which brilliantly highlights our Department’s academic impact on the global research community.

Appointment of Professor Anthony Mark McEnery as Chair Professor of Corpus Linguistics and AI for the Humanities

Our Department is delighted to announce the appointment of Professor Anthony Mark McEnery as our Chair Professor of Corpus Linguistics and AI for the Humanities. Professor McEnery brings a wealth of expertise and a distinguished record of scholarly excellence to our Department, and we warmly welcome him to the PolyU family. Professor McEnery holds a Bachelor of Arts in Linguistics from Lancaster University (1986), a Master of Science in Information Technology from Leicester Polytechnic (1988), and a PhD in Computational Pragmatics from Lancaster University (1996). He was later awarded a Doctor of Letters (DLitt) in Linguistics by Lancaster University in 2012. His academic career began at Lancaster University, where he progressed from Lecturer in 1992 to Professor of English Language and Linguistics in 2001, and was appointed Distinguished Professor in 2013—a position he held until joining PolyU. During his tenure at LancasterU, he served in key leadership roles, including Head of the Department of Linguistics and English Language (2000–2005) and Dean of the Faculty of Arts and Social Sciences (2008–2014). A leading authority in theoretical and applied corpus linguistics, Professor McEnery’s research explores computational language analysis and the integration of AI techniques in linguistic studies. His work has advanced fields such as speech recognition, multilingual corpora, and ethical AI applications in the humanities, with extensive publications in top-tier journals. He has secured over £10 million in research funding and led ground-breaking projects, including the British National Corpus 2014 and EMILLE Corpora. Professor McEnery’s contributions have earned him prestigious recognition, including Fellowships of the Academy of Social Sciences, the Global China Academy, Trinity College London, and the Royal Society for the Encouragement of Arts, Manufacture and Commerce. In 2021, he was awarded the Changjiang Chair Professorship by the Chinese Ministry of Education. Notably, he has been consistently ranked among the world’s top 2% of scientists in Communication & Textual Studies (subfield: Languages & Linguistics) on Stanford University’s “World’s Top 2% Scientists” list, underscoring his profound global impact. We anticipate the innovative perspectives that Professor McEnery will bring to our Department, enhancing our research in corpus linguistics, AI, and humanities.