Journal Paper Published

Abstract

The integration of Generative Artificial Intelligence (GenAI) into L2 writing feedback has gained attention, yet its intersection with student feedback literacy development remains underexplored. This mixed-methods study addresses this gap by examining a 12-week GenAI-supported feedback practice involving 96 Chinese postgraduate students. A triadic pedagogical practice was employed, including preparatory scaffolding, diversified feedback sources (Kimi, Kimi-assisted peers, and teacher), and reflective reinforcement. Quantitative data were analyzed using repeated measures multivariate analysis of variance (RM-MANOVA), while qualitative interview data were examined through thematic analysis guided by a five-dimensional framework of feedback literacy. Three key findings emerged. First, the practice significantly enhanced students’ feedback literacy across four dimensions—appreciating feedback, acknowledging different feedback sources, managing affect, and taking action—yet showed limited impact on making judgments. Second, GenAI played multifaceted roles at two levels. At the practice level, it boosted student interest, enhanced motivation, fostered a sense of accomplishment in mastering a new tool, and strengthened responsibility in feedback participation. At the product level, Kimi and Kimi-assisted peer feedback enhanced students’ ability to recognize different feedback sources, manage emotions, and take action. Third, diminished awareness of assessment rubrics, sustained reliance on GenAI, and limited recognition of its limitations may amplify the tool’s negative effects, potentially hindering the development of evaluative judgment. This study advances understanding of technology-mediated feedback practices and contribute to pedagogical innovation in L2 writing education.

Keywords

AI assistance, feedback activities, Feedback literacy, generative AI