Phenomenological study on teacher and AI-generated feedback on paragraph writing: undergraduate student’s preferences

Abstract

Providing students with formative feedback on their writing is an excellent strategy to encourage the improvement of their writing skills (Steiss et al., 2024). This phenomenological study aims to explore the students` preference and the efficacy of teacher and AI generated feedback in light of Hattie and Timperley (2007) feedback model. The data was collected via semi-structured interviews with six EFL students at a reputed university in Dhaka who experienced both types of feedback in their paragraph writing. The findings indicate that students generally value the personalized and accurate feedback offered by teachers but they also appreciate the quickness and constancy of feedback provided by artificial intelligence. This paper suggests the implementation of a mixed feedback approach that applies the benefits of both forms of feedback and enhances student learning outcomes in academic writing.