The Impact of Teacher Feedback and DeepSeek Feedback on College Students' English Writing Self-Efficacy

Lijuan Liu; Yueyun Wang

doi:10.47297/wspiedWSP2516-250011.20261003

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The Impact of Teacher Feedback and DeepSeek Feedback on College Students' English Writing Self-Efficacy

Volume 10, Issue 3

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The Impact of Teacher Feedback and DeepSeek Feedback on College Students' English Writing Self-Efficacy
The Impact of Teacher Feedback and DeepSeek Feedback on College Students' English Writing Self-Efficacy
Faculty of International Studies, Henan Normal University, Xinxiang, Henan, 453007, China
Vol. 10, Issue 3, Pages: 48-51(2026)
Published：30 March 2026
DOI：10.47297/wspiedWSP2516-250011.20261003
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Liu Lijuan,Wang Yueyun.The Impact of Teacher Feedback and DeepSeek Feedback on College Students' English Writing Self-Efficacy[J].Journal of International Education and Development,2026,10(03):48-51.
DOI：

Liu Lijuan,Wang Yueyun.The Impact of Teacher Feedback and DeepSeek Feedback on College Students' English Writing Self-Efficacy[J].Journal of International Education and Development,2026,10(03):48-51. DOI： 10.47297/wspiedWSP2516-250011.20261003.

摘要

Abstract

University English writing instruction often emphasizes linguistic knowledge and logical training while paying relatively little attention to students' psychological factors

particularly writing confidence and emotional experience. Self-Efficacy

as a core variable influencing writing performance

has become an important research focus for enhancement through effective feedback. This study involved 60 first-year non-English major students from a university in Henan Province and compared the effects of teacher feedback and DeepSeek feedback on English writing self-efficacy. The results showed that both groups exhibited significant improvement in overall writing self-efficacy from pretest to posttest. Both feedback types produced significant gains across all dimensions of self-efficacy

yet no statistically significant differences were found between the two groups in the magnitude of improvement. More specifically

DeepSeek feedback demonstrated a slight advantage in enhancing writing skills self-efficacy

whereas teacher feedback showed a modest superiority in promoting writing task self-efficacy. The findings provide empirical support for developing human-DeepSeek integrated feedback mechanisms in college English writing instruction and offer new perspectives and practical implications for strengthening students' writing confidence and improving teaching effectiveness.

关键词

Keywords

references

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