Recent advancements in artificial intelligence, including ChatGPT, have significantly influenced EFL and ESL writing instruction. Instructors are caught between upholding academic integrity and finding ways to incorporate this new technology in ways that are ethically appropriate and pedagogically beneficial. The present study investigates student perceptions of ChatGPT as a tool to receive corrective feedback on their English essay writing. The process involved homework assignments requiring students to use ChatGPT to receive corrective feedback on their written work before rewriting it. A follow-up questionnaire was administered to determine students’ levels of satisfaction with the activity itself and their thoughts on ChatGPT’s effectiveness for this purpose. Responses revealed favorable impressions of ChatGPT’s capabilities for providing feedback as well as perceived benefits for their skill development in writing skills, including grammar, vocabulary, mechanics, and style. Concerns included difficulties completing the activity itself, and frustrations with the level or type of feedback provided. Overall, students agreed it was an appropriate and useful activity for an academic writing course, and that it should be used in future writing courses with some suggested modifications.
Compton et al. (2026) studied this question.