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AI-supported feedback for writing: a multi-dimensional evaluation framework
(IGI Global, 2025) Kemal, Seval; Süzan, Dila; Öztüfekçi, Ali; Eşfer, Sezin
This chapter takes a closer look at the use of AI-supported feedback in helping EFL students with their writing practices. Specifically, it focuses on how students engage with these tools and how feedback integrates into real classroom teaching. Drawing on current studies, classroom observations (e.g., students’ essays), and reflections on practical use, the chapter proposes a framework with five areas to pay attention to: how detailed the feedback is, whether it feels tailored to the individual, how easy the tool is to use, how well it fits with teaching goals, and the ethical questions that arise along the way. Instead of viewing these tools as one-size-fits-all solutions, the chapter explores both their potential benefits and their limitations, particularly in supporting meaningful learning. It also offers practical suggestions for how teachers might use them, while keeping the focus on what matters most: impactful teaching, trust in the classroom, and giving students space to develop their own voices.