AI chatbots have been shown to have positive effects on students' learning outcomes mainly due to the delivery of quick feedback, yet other studies have found that both students and educators have mixed perceptions of AI feedback, preferring it in supplementary form alongside educator-delivered feedback. How can teachers teach AI usage, give both kinds of feedback, and develop AI critical thinking? In this presentation, a task will be explained which attempts to tackle this problem. Participants (N=25) were second-year university students taking a required English writing class, for one 15-week semester. In week 1 (W1), students were taught how to use ChatGPT efficiently. They then completed weekly writing tasks during W2-W13, where they were required to make a mind map, write for 10 minutes without technology, then edit their writing with AI. The teacher also provided individual and general class-wide feedback. In W14-W15, a survey was conducted regarding AI instruction, usage, and opinions and preferences on both types of feedback. The survey results indicated positive perceptions of using AI, interest in more instruction and usage of AI for writing, as well as confirming preference for both AI alongside educator feedback.