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There has been a longstanding discussion regarding the effectiveness of feedback in foreign language writing instruction. More recently, the focus has shifted from debating whether feedback should be provided to exploring how it can be delivered effectively. Therefore, this study aims to contribute to the ongoing search for effective feedback practices by conducting a quasi-experimental study that explores how scaffolded metalinguistic explanations of teacher and ChatGPT feedback enhance EFL learners’ writing quality and foster their engagement. Data were collected from multiple sources, including pre-tests and post-tests, written drafts, and stimulated recall interviews. The findings revealed significant improvements in learners’ writing performance, particularly in grammatical accuracy, vocabulary use, and mechanical control. Learners in the experimental group not only incorporated a higher proportion of feedback into their revisions but also demonstrated a deeper understanding of its purpose, especially with respect to ChatGPT suggestions. These findings can inform the development of effective writing pedagogy that supports an intentional and scaffolded integration of teacher and ChatGPT feedback in FL writing instruction.
Almutlaq et al. (2025) studied this question.