Mehmet Ekizoğlu, Ayşe Nesil Demir
This study examines the impact of AI-assisted writing feedback on the writing skills of secondary-level EFL students. A sample of 60 Turkish high school students was divided into an experimental group receiving feedback from an AI writing assistant and a control group receiving traditional teacher feedback. Over an 8 week period, students wrote multiple essays; pre-test and post-test writing assessments were administered. Results indicated that the experimental group showed significantly greater improvement in overall writing performance compared to the control group. The AI-assisted feedback group exhibited notable gains in grammar, vocabulary, and coherence, outperforming their peers with teacher-only feedback. These findings suggest that AI-driven feedback can effectively supplement writing instruction, enhancing writing proficiency in an EFL context. The study highlights the pedagogical potential of integrating AI tools into writing curricula to improve student outcomes.