Frontiers in Educational Innovation and Research
ISSN: 3068-5664 (Online)
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TY - JOUR AU - Tian, Shengjiao PY - 2025 DA - 2025/12/26 TI - English Major Graduate Students’ Perceptions of Different Writing Feedback Styles and Their Relationship with Academic Writing Self-Efficacy JO - Frontiers in Educational Innovation and Research T2 - Frontiers in Educational Innovation and Research JF - Frontiers in Educational Innovation and Research VL - 1 IS - 3 SP - 92 EP - 99 DO - 10.62762/FEIR.2025.331227 UR - https://www.icck.org/article/abs/FEIR.2025.331227 KW - AI writing feedback KW - corrective feedback KW - suggestive feedback KW - academic writing self-efficacy KW - EFL graduate students AB - With the application of AI in both learning and teaching, this study investigates English major graduate students’ perceptions of corrective and suggestive feedback provided by AI, and the relationship between their perceptions and academic writing self-efficacy. Through a questionnaire survey of 37 graduate students, descriptive statistics and Pearson correlation analysis revealed that students held positive attitudes toward both types of feedback, believing they helped improve grammatical accuracy, enhance confidence in expressing complex ideas, and stimulate writing creativity; there is a strong positive correlation between the perceptions of the two types of feedback, and self-efficacy in both feedback contexts also shows a strong positive correlation. However, there is no significant association between students’ perceptions of feedback and their academic writing self-efficacy. The ramification of study suggests that AI writing feedback has practical value but its role in enhancing writing self-efficacy is still limited. SN - 3068-5664 PB - Institute of Central Computation and Knowledge LA - English ER -
@article{Tian2025English,
author = {Shengjiao Tian},
title = {English Major Graduate Students’ Perceptions of Different Writing Feedback Styles and Their Relationship with Academic Writing Self-Efficacy},
journal = {Frontiers in Educational Innovation and Research},
year = {2025},
volume = {1},
number = {3},
pages = {92-99},
doi = {10.62762/FEIR.2025.331227},
url = {https://www.icck.org/article/abs/FEIR.2025.331227},
abstract = {With the application of AI in both learning and teaching, this study investigates English major graduate students’ perceptions of corrective and suggestive feedback provided by AI, and the relationship between their perceptions and academic writing self-efficacy. Through a questionnaire survey of 37 graduate students, descriptive statistics and Pearson correlation analysis revealed that students held positive attitudes toward both types of feedback, believing they helped improve grammatical accuracy, enhance confidence in expressing complex ideas, and stimulate writing creativity; there is a strong positive correlation between the perceptions of the two types of feedback, and self-efficacy in both feedback contexts also shows a strong positive correlation. However, there is no significant association between students’ perceptions of feedback and their academic writing self-efficacy. The ramification of study suggests that AI writing feedback has practical value but its role in enhancing writing self-efficacy is still limited.},
keywords = {AI writing feedback, corrective feedback, suggestive feedback, academic writing self-efficacy, EFL graduate students},
issn = {3068-5664},
publisher = {Institute of Central Computation and Knowledge}
}
Copyright © 2025 by the Author(s). Published by Institute of Central Computation and Knowledge. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. 
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