In recent years, generative AI tools such as ChatGPT have become increasingly present in EFL and ESL writing classrooms, leading many instructors to consider how these tools can be used effectively and ethically to support student writing. This poster describes the design and implementation of two ChatGPT-based feedback activities used in an academic writing course for first-year Japanese university students in an intensive English program. Taking an iterative approach, the second activity was developed in response to student feedback from the first. In both activities, students first wrote their essay drafts by hand in class without the use of AI or other assistance, and then entered a common prompt to ChatGPT to elicit corrective feedback on their grammar and vocabulary use. Students reviewed the AI-generated suggestions and applied selected feedback during guided revision. The poster outlines this process and draws on data from post-task student surveys to highlight student perceptions of effectiveness, areas of difficulty, and practical considerations for classroom use. Participants are invited to reflect on how this approach can be further refined to integrate generative AI into writing instruction while maintaining a human element and supporting the development of students’ writing skills and voice.