Eurokd
European KnowledgeDevelopment Institute
Eurokd
European KnowledgeDevelopment Institute
Feedback Research in Second Language

Feedback Research in Second Language

e‐ISSN

    

3023-4921

ICV

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90.3

ICV

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90.3

Editorial

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

Feedback Research in Second Language , Volume 4, Pages 1-5, https://doi.org/10.32038/frsl.2026.04.01
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Welcome to our special issue: The role of AI and ChatGPT in giving corrective feedback: panacea or unfulfilled promise. In a remarkably short span of time, AI-driven feedback has evolved from an experimental pedagogical luxury to a baseline student expectation. Language learners no longer simply wait for instructor guidance; they actively prompt AI systems for structural revisions, stylistic polishing, and pragmatic advice. This shift demands that second language feedback research fundamentally updates its paradigms. The four contributions in this issue offer much-needed empirical clarity, moving past the initial hype of generative AI with rigorous evaluations of its measurable impact on learner development and interlanguage progression.

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Keywords

Artificial Intelligence; ChatGPT; Written Corrective Feedback; Editorial

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AI-Mediated Written Corrective Feedback in L2 Writing: What Changes, What Doesn’t, and What We Still Don’t Know

Author(s) Information

Deborah Crusan

Deborah Crusan

Deborah Crusan is Professor Emerita of TESOL/Applied Linguistics in the School of Humanities and Cultural Studies at Wright State University, Dayton, Ohio. Her work has appeared in many academic publications and edited collections about second language writing. Her research interests include writing assessment particularly for placement of second language writers, directed self-placement, and the politics of assessment. Her newest books (to be published in 2026) include Breaking boundaries: How writing groups fuel women’s academic success (Edited collection, University of Michigan Press) and Rubrics: What every teacher should know (with Robyn Brinks Lockwood, University of Michigan Press).

Hassan Mohebbi

Hassan Mohebbi

Hassan Mohebbi’s main research interests are second language writing, assessment literacy, educational technology, and individual differences. He is an editorial board member of Language Testing in Asia (Springer), Asian-Pacific Journal of Second and Foreign Language Education (Springer), Language Teaching Research Quarterly (Special Issues Series Editor), Australian Journal of Applied Linguistics, and Technology in Language Teaching and Learning.

 

Publisher’s Note

The claims, arguments, and counter-arguments made in this article are exclusively those of the contributing authors. Hence, they do not necessarily represent the viewpoints of the authors’ affiliated institutions, or EUROKD as the publisher, the editors and the reviewers of the article.

 

Acknowledgements

Not applicable.

 

Funding

We received no Funds for this project.

 

CRediT Authorship Contribution Statement

Deborah Crusan: Conceptualization, Writing - Original Draft

Hassan Mohebbi: Conceptualization, Resources, Writing - Review & Editing

 

Generative AI Use Disclosure Statement

We used no AI in this manuscript.

 

Ethics Declarations

World Medical Association (WMA) Declaration of Helsinki–Ethical Principles for Medical Research Involving Human Participants

Not applicable due to the nature of this paper that is editorial.

 

Competing Interests

The authors declare no competing interests.

 

Data Availability

There is no data available as this is an editorial paper.