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Artificial Intelligence Knowledge Development

<p style="text-align: justify;">This reflective piece explores the integration of Generative AI (GenAI) tools in providing feedback to multilingual learners of English. Acknowledging the transformative impact that GenAI has already made on writing instruction, the authors emphasize the value of balancing the human elements of feedback with the responsible use of GenAI tools. Drawing on classroom practices, they describe strategies that foster students&rsquo; critical AI literacy skills, including activities in which students analyze and evaluate AI-generated text, collaboratively reflect on GenAI feedback, and conduct an error analysis using GenAI. The authors discuss not only on the opportunities but also the challenges of integrating GenAI into writing instruction, such as academic integrity, disclosure of GenAI use, and students&rsquo; potential to rely too heavily on GenAI. They argue that enduring best practices in writing instruction, such as using process-based approach and building trust through dialogue, remain crucial in the age of AI. Ultimately, the authors advocate for a thoughtful and ethical adoption of GenAI to empower multilingual writers and sustain the core goals of writing instruction.</p>

frsl.2026.04.03.pdf

Perspective Article

frsl.2026.04.03.xml

Reflections on Using GenAI for Multilingual Writing Feedback: Implications for Practice

Guest-editors: 
Deborah Crusan
Wright State University, USA
Hassan Mohebbi 
European Knowledge Development Institute, Turkey

Special Issue: The Role of AI and ChatGPT in Giving Corrective Feedback: Panacea or Unfulfilled Promise