The impact of automated feedback using artificial intelligence on the development of writing skills in students of English as a foreign language
DOI:
https://doi.org/10.64018/neosapiencia.v4i1.103Palabras clave:
artificial intelligence, automated feedback, academic writing, EFLResumen
The teaching of English as a Foreign Language (EFL) has increasingly incorporated artificial intelligence (AI), leading to significant transformations in writing instruction. This research analyzes the impact of AI-driven automated feedback on the development of writing skills in EFL learners, with particular attention to the types of technologies employed. Methodologically, a mixed-methods systematic review was conducted following the PRISMA protocol, examining studies published between 2020 and 2025. The findings reveal that automated feedback tools can be broadly classified into two categories: traditional Natural Language Processing (NLP)-based systems (e.g., Grammarly, Criterion, Pigai), which focus primarily on grammatical accuracy, error detection, and surface-level textual features; and Large Language Models (LLMs) (e.g., ChatGPT), which generate more holistic feedback related to coherence, organization, and content development. Both categories demonstrate positive effects on writing accuracy and revision practices, largely due to the immediacy and personalization of feedback. However, the review also identifies challenges associated with technological dependence, uneven feedback depth, and ethical concerns when feedback is used without pedagogical mediation. The study concludes that AI-based automated feedback constitutes an innovative pedagogical resource for EFL writing development, provided it is integrated within structured instructional frameworks and complemented by active teacher mediation.
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Derechos de autor 2026 Roberto Fernando Lozada Lozada, Maicol Alexander Suntasig Guallichico, Ximena Alexandra Estrada Chango, Jhessica Alexandra Jumbo Obaco, Cristian David Chucho Muñoz, Luis Alberto Deleg Juela (Autor/a)
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