“STUDENT PERCEPTIONS OF AI FEEDBACK IN WRITING: INSIGHTS FROM A CLASSROOM EXPERIMENT”

Abstract:

As artificial intelligence (AI) tools become increasingly integrated into educational settings, their role in writing instruction has garnered growing interest. This study investigates student perceptions of AI-generated feedback on academic writing within a higher education classroom. Through a mixed-methods classroom experiment involving undergraduate students, we examined how learners responded to AI feedback compared to traditional teacher feedback. Data were collected via pre- and post-intervention surveys, focus group discussions, and analysis of students' writing revisions. The findings indicate that while students appreciated the immediacy, consistency, and detailed nature of AI feedback, they also expressed concerns regarding its limitations in understanding nuance, context, and emotional tone. Notably, students viewed AI as a complementary tool rather than a replacement for human instruction. The study provides insights into how AI feedback can be effectively integrated into writing pedagogy and suggests design considerations for AI writing assistants in educational contexts.