As large language models (LLMs) such as ChatGPT see greater prominence and a higher take-up rate in educational settings, their potential for transforming feedback practices in the writing classroom warrants a critical review. This review examines ChatGPT's affordances in providing differentiated, context-sensitive feedback to support personalized and interactive writing activities, considering the latest updates and developments on the platform. The review will also include critical questions about reliability, transparency, cultural biases, and other ethical issues in adopting artificial intelligence-generated content. The digital literacy and readiness of educators and students alike in engaging with LLMs such as ChatGPT will also be discussed. By juxtaposing the affordances of ChatGPT with its limitations, this review offers a balanced perspective on its role in reshaping feedback in writing classrooms.
Qizhong Chang (2025) studied this question.