Keywords
Teacher feedback
AI-based feedback
AI tools
How to Cite
Abstract
This study investigates how EFL students perceive AI-powered feedback (AIF) and teacher feedback (TF) in the context of EFL writing instruction. Data were collected from the written reflection papers of sixty-five preparatory-level students through thematic analysis. The results indicate that students prefer TF due to its contextualised sensitivity and interactive features. They trust its reliability in providing relevant and accurate feedback, while also valuing AIF for its immediacy, clarity, and effectiveness in addressing surface-level linguistic features such as grammar, lexis, and mechanics. Pedagogical implications include implementing a hybrid feedback approach, increasing feedback literacy, and adopting cyclical writing practices. These findings highlight the complementary nature of TF and AIF and suggest the importance of balanced, pedagogically driven feedback strategies for EFL writing instruction.
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