Impact of Feedback Combinations from a Teacher, AI, and Self on EFL English Writing and Perceptions via ZOOM

Abstract

This study aimed to investigate the influence of feedback combinations on English writing performance and student perceptions in an online writing course conducted via Zoom during the COVID-19 pandemic. Sixty-eight college participants were divided into two groups: a control group of 33 students, who received only AI and teacher feedback during the writing process, and an experimental group of 35 students, who engaged in self-feedback before receiving AI and teacher feedback. To assess the effectiveness of the different types of feedback, students took TOEFL writing test respectively at the beginning and end of the semester. Additionally, to investigate learners’ perceptions towards different types of feedback, a post-questionnaire was administered to capture participants’ thoughts on them. The results revealed that the post-writing performance of both groups showed improvement from the pre-test scores. Notably, the group that received self-feedback demonstrated significant enhancement compared to the group without self-feedback. In addition, the group with self-feedback showed a positive perception towards self-feedback. Subsequently, students expressed their views on the advantages and disadvantages of each feedback. The study highlights the educational implications of using combined feedback methods.