AI-Assisted Feedback in Teaching English Writing: A Review of Recent Empirical Studies

This article reviews recent empirical research on the feedback that artificial intelligence generates on students’ English writing. Eleven peer-reviewed, open-access sources published between 2020 and 2025 were selected and read in full: two meta-analyses, one systematic review and eight empirical studies, two of them conducted in Uzbekistan. The analysis was thematic and organised around four questions: how automated and AI feedback affects writing performance, how the quality of AI feedback compares with that of teacher feedback, how learners engage with and perceive AI feedback, and what role the teacher plays. Compared with control conditions, automated feedback has a medium overall effect on writing performance, but AI feedback shows no clear advantage over feedback from trained teachers or tutors.