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}
}