Learner Engagement with GenAI Feedback in College English Writing: Challenges and Pedagogical Strategies

Xiaolin Wang

doi:10.47297/wspiedWSP2516-250030.20261005

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Learner Engagement with GenAI Feedback in College English Writing: Challenges and Pedagogical Strategies

Volume 10, Issue 5

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Learner Engagement with GenAI Feedback in College English Writing: Challenges and Pedagogical Strategies
Learner Engagement with GenAI Feedback in College English Writing: Challenges and Pedagogical Strategies
Northeast Forestry University, Harbin, Heilongjiang, 150040, China
Vol. 10, Issue 5, Pages: 135-139(2026)
Published：30 May 2026
DOI：10.47297/wspiedWSP2516-250030.20261005
Accepted：

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Wang Xiaolin.Learner Engagement with GenAI Feedback in College English Writing: Challenges and Pedagogical Strategies[J].Journal of International Education and Development,2026,10(05):135-139.
DOI：

Wang Xiaolin.Learner Engagement with GenAI Feedback in College English Writing: Challenges and Pedagogical Strategies[J].Journal of International Education and Development,2026,10(05):135-139. DOI： 10.47297/wspiedWSP2516-250030.20261005.

摘要

Abstract

Generative Artificial intelligence (GenAI) has made writing feedback more accessible in college English writing. Students can now receive immediate suggestions on language

organization

content

and style

which may create more opportunities for revision and independent learning. However

the availability of GenAI feedback does not necessarily lead to effective writing development. In practice

students may accept AI suggestions mechanically

focus mainly on surface-level changes

or rely on AI tools without developing their own ability to judge and revise texts. This paper discusses learner engagement with AI feedback in college English writing and examines the main challenges that may limit its pedagogical value. It then proposes several classroom-based strategies

including clarifying the role of AI feedback

designing tasks that require student judgment

combining AI feedback with peer discussion

maintaining teacher guidance

and encouraging reflective revision. The paper argues that AI feedback should be used as part of a structured writing process in which students are guided to understand

evaluate

discuss

revise

and reflect

rather than as a standalone tool for text correction.

关键词

Keywords

references

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