Generative Ai Feedback And Self-Regulated Revision In Efl Academic Writing
Keywords:
generative AI, AI feedback, EFL academic writing, self-regulated learningAbstract
The increasing use of generative artificial intelligence in higher education has created new opportunities for providing immediate and individualized feedback on academic writing. For EFL students, generative AI can identify language problems, comment on organization and argumentation, suggest alternatives, and support repeated revision. However, the educational value of such feedback depends on learners’ ability to regulate the revision process rather than accept AI recommendations automatically. This article examines the relationship between generative AI feedback and self-regulated revision in EFL academic writing. Particular attention is given to goal setting, feedback seeking, critical evaluation, revision decision-making, monitoring, reflection, and learner autonomy.
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