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Perspective Article
Reflections on Using GenAI for Multilingual Writing Feedback: Implications for Practice
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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’ 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’ 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.
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Keywords
Multilingual Writing Instruction; Generative AI; AI Literacy; Written Corrective Feedback
Author(s) Information
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
We extend our sincere thanks to Dr. Rachel Toncelli for generously reading an earlier version of this manuscript and providing thoughtful feedback.
Funding
This work received no external funding.
CRediT Authorship Contribution Statement
Ilka Kostka: Literature Review, Writing, Reviewing, and Editing
Cristine McMartin-Miller: Writing, Reviewing, and Editing
Generative AI Use Disclosure Statement
Claude (Anthropic) was used for (1) minor sentence-level editing in early drafts and (2) the generation of keywords. All ideas, substantive content, and major revisions are the authors’ own and based on their teaching experiences.
Ethics Declarations
World Medical Association (WMA) Declaration of Helsinki–Ethical Principles for Medical Research Involving Human Participants
This paper is a reflection on teaching practices. Because it did include human participants, data collection, or experiential intervention, it was not necessary to seek approval from an institutional review board.
Competing Interests
The authors declare that they have no competing interests.
Data Availability
This paper primarily includes reflections on teaching and does not involve any data collection for research purposes.