Presentation Interpreting Student Uptake of AI-Mediated Feedback in University EFL Contexts more

Sat, Jun 13, 15:50-16:15 Asia/Tokyo

AI-assisted feedback has become a common recourse for students in university English as a Foreign Language (EFL) contexts. The central challenge for instructors is no longer whether students use AI, but how student uptake of AI-mediated feedback can be meaningfully evaluated. In this study, AI-mediated feedback refers to student-initiated use of generative AI tools (e.g., ChatGPT), often within course-guided activities that encourage its use for revision, to obtain feedback on grammar, clarity, organization, and content, supported by instructor guidance and example prompts, though not restricted to fixed input. This study treats AI feedback not as a uniform intervention, but as learner-regulated input whose effects may depend on how students prompt, interpret, and apply feedback. This presentation reports interim findings from an ongoing mixed-methods classroom study examining student responses to AI-mediated feedback across repeated assignments in writing and presentation courses. Survey data were collected from 72 second- and third-year Japanese university EFL students using a questionnaire targeting ethical clarity, critical AI literacy, perceived feedback utility, and learning uptake, triangulated with qualitative student reflections. Results show high agreement regarding usefulness and immediacy, alongside greater dispersion in items related to longer-term uptake, suggesting positive perceptions may not correspond to uniform uptake behaviors.