Presentation The effect of generative AI intervention on L2 feedback engagement among college students more

The current study utilizes a mixed-methods approach to explore whether and how generative AI intervention influences students’ engagement with AI and teacher corrective written feedback. The experiment group (N = 102) received a 10-week writing instruction involving both AI and teacher feedback while the control group (N = 83) received traditional writing instruction with teacher feedback exclusively. Based on the tripartite model of Fredricks et al (2004), the pre- and post-tests measured both groups’ affective, behavioral, and cognitive engagement with teacher feedback with standardized questionnaires. Meanwhile, the experiment group kept reflection logs and six of them participated in semi-structured interviews to better understand their engagement with two types of feedback. Results indicated that the experiment group significantly increased engagement with teacher feedback in all three dimensions. The experiment group reported higher behavioral engagement with teacher feedback than the control group after intervention. Interview data showed participants reporting relatively high levels of engagement with teacher feedback and varied levels of engagement with AI feedback. This study is an explorative attempt at AI-assisted writing engagement research, the findings of which are conducive to the digitalization of foreign language education and the effect of feedback provision.