Sage Journals: Discover world-class research

Abstract

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.

Keywords

ChatGPT writing feedback differentiated feedback generative artificial intelligence educational technology large language models

Get full access to this article

View all access options for this article.

References

Barrot

(2024) ChatGPT as a language learning tool: an emerging technology report. Technology, Knowledge and Learning 29(2): 1151–1156.

Bok

Cho

(2023) Examining Korean EFL college students’ experiences and perceptions of using ChatGPT as a writing revision tool. Journal of English Teaching Through Movies and Media 24(4): 15–27.

Alm

(2024) The impact of ChatGPT on English for academic purposes (EAP) students’ language learning experience: a self-determination theory perspective. Education Sciences 14(7): 26.

Ellis

(2009) A typology of written corrective feedback types. ELT Journal 63(2): 97–107.

Hattie

Timperley

(2007) The power of feedback. Review of Educational Research 77(1): 81–112.

Henderson

Bearman

Chung

, et al. (2025) Comparing generative AI and teacher feedback: student perceptions of usefulness and trustworthiness. Assessment & Evaluation in Higher Education: 1–16. https://doi.org/10.1080/02602938.2025.2502582.

Jenks

(2025) Communicating the cultural other: trust and bias in generative AI and large language models. Applied Linguistics Review 16(2): 787–795.

Lee I (2017) Classroom Writing Assessment and Feedback in L2 School Contexts. Singapore: Springer.

Lee

(2020) Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms. Journal of Second Language Writing 49: 100734.

10.

Lee

(2021) The development of feedback literacy for writing teachers. TESOL Quarterly 55: 1048–1059.

11.

Lee

Mao

(2025) Why feedback fails in conventional writing classrooms. RELC Journal advance online publication. https://doi.org/10.1177/00336882251340720.

12.

Lipnevich

Lopera-Oquendo

Tomazin

, et al. (2025) Unheard and unused: why students reject teacher and peer feedback. Frontiers in Education 10(1): 1–17.

13.

Mao

Lee

(2024) Student engagement with written feedback: critical issues and way forward. RELC Journal 55(3): 810–818.

14.

OpenAI (2022) Introducing ChatGPT. Available at: https://openai.com/index/chatgpt/ (accessed 31 July 2025).

15.

OpenAI (2025a) Introducing GPT-5. Available at: https://openai.com/index/introducing-gpt-5/ (accessed 5 October 2025).

16.

OpenAI (2025b) Projects in ChatGPT. Available at: https://help.openai.com/en/articles/10169521-projects-in-chatgpt (accessed 8 September 2025).

17.

Paris

(2022) Instructors’ perspectives of challenges and barriers to providing effective feedback. Teaching and Learning Inquiry 10(1): 1–13.

18.

Sekewael M and Anaktototy K (2024) Chat-GPT feedback: Fostering growth in English writing abilities among students. In: Jiang X and Ashraf MA (eds) Interdisciplinary Themes of Sociolinguistic Studies: Language Learning, Technology, and Identity in the Age of AI and Globalization. UK: IntechOpen. https://doi.org/10.5772/intechopen.1007287.

19.

Steiss

Tate

Graham

, et al. (2024) Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction 91: 101894.

20.

Teng

(2024) A systematic review of ChatGPT for English as a foreign language writing: opportunities, challenges, and recommendations. International Journal of TESOL Studies 6(3): 36–57.

21.

Winstone

Carless

(2019) Designing Effective Feedback Processes in Higher Education. Abingdon: Routledge.

22.

Duan

(2024) Unveiling security, privacy, and ethical concerns of ChatGPT. Journal of Information and Intelligence 2(2): 102–115.

ChatGPT: https://chatgpt.com

Abstract

Keywords

Get full access to this article

References