Integrating Various Types of Feedback in L2 Writing Instruction: Teachers' and Students' Perspectives

Due to advances in natural language processing and artificial intelligence, automated feedback, teacher feedback, and peer feedback have been available for teachers to utilize in their L2 writing classrooms. Integrating these kinds of feedback in L2 writing instruction remains challenging. This study aimed to explore the way to integrate teacher feedback, peer feedback, and automated feedback into various writing tasks in L2 writing classrooms by combining teachers' and students' perspectives. Based on a survey of 286 tertiary EFL students and 65 teachers engaging in the writing classrooms, this study revealed that (1) teachers and students showed similarities and differences in their judgment of the complexity of writing tasks involved in L2 classrooms; (2) differences were found between students and teachers in the feedback preference for these tasks; and (3) teachers' feedback preference showed strong correlations with their judgment of the complexity of the writing tasks, whereas no such correlations were found among students.