Sisila Fitriany Damanik, A. Ariatna, Indra Hartoyo, Nazlah Syahaf Nasution
This study investigates the impact of AI-generated feedback on the performance of English as a Foreign Language (EFL) learners in IELTS Writing Task 2 and on their perceptions of the feedback process. Employing a convergent mixed-method design, the research involved 18 undergraduate students who completed four iterative writing tasks using official IELTS prompts. After each submission, participants received immediate feedback from a custom-developed AI tool powered by GPT-4, aligned with IELTS writing and descriptors. Quantitative data were collected through pre- and post-feedback essay scores across four assessment criteria: Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy, rated by certified IELTS examiners. Qualitative data were gathered through open-ended questionnaire responses. Findings revealed significant improvements across all four writing criteria during a 4-week intervention period, particularly in grammatical range and lexical resources. Learners reported high levels of satisfaction with the AI feedback, citing clarity, immediacy, and a non-judgmental tone as motivating factors. Thematic analysis also indicated increased learner autonomy and deeper engagement with revision practices. These results suggest that AI-generated feedback can be an effective pedagogical tool in high-stakes test-preparation contexts. Implications for writing instruction, learner training, and the integration of AI in the EFL classroom are discussed. © 2026 Sisila Fitriany Damanik, Ariatna, Indra Hartoyo, Nazlah Syahaf Nasution (Author)This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.https://creativecommons.org/licenses/by-sa/4.0/
Faculty of Languages and Arts, Universitas Negeri Medan, Kabupaten Deli Serdang, Sumatera Utara, 20221, Indonesia; Faculty of Languages and Arts, Universitas Negeri Medan, Kabupaten Deli Serdang, Sumatera Utara, 20221, Indonesia
