Feedback Research in Second Language

This personal reflection manuscript analyzes my three-year experience in the classroom, implementing ChatGPT as a writing and language learning tool for young adult EFL students at a Turkish university. Based on direct observations of nearly 350 students in the classroom, the paper critically examines the strengths and weaknesses of ChatGPT in four main areas: improving writing and giving feedback, learning and using new words, practicing conversation and fluency, and understanding cultural differences and context. ChatGPT proved to be a valuable educational resource by being easy to use, patient, and responsive. It gave personalized feedback, suggested different words, and gave students chances to practice without feeling anxious. However, this reflection critically examines its limitations as a teaching tool. Based on well-known theories of second language acquisition, such as Zone of Proximal Development, Input Hypothesis, and Interaction Hypothesis, the paper indicates that relying too much on AI could hurt learner autonomy, weaken authentic voice, and create superficial language competence. The reflection suggests that the socially embedded and culturally dynamic aspects of language learning cannot be sufficiently addressed through algorithmic interaction alone. The paper ends with suggestions for language teachers on how to use AI tools in language classrooms in a responsible and well-informed way.