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Volume 8,Issue 7

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13 August 2026
Comparing Teacher-Led and AI-Assisted Dynamic Written Corrective Feedback: Effects on Self-Correction Awareness and L2 Writing Proficiency
Liuyan Xiang ,  Linping Huang
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1 School of Foreign Studies, Lingnan Normal University, Zhanjiang 524048, Guangdong, China,
2 School of Foreign Studies, Lingnan Normal University, Zhanjiang 524048, Guangdong, China,
erd 2026 , 8(7), 15–22; https://doi.org/10.26689/erd.v8i7.15894
© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )
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Abstract

The present study aims to compare teacher-led and AI-assisted dynamic written corrective feedback (DWCF) in relation to L2 learners’ self-correction awareness and writing performance. Participants were randomly assigned to the teacher-led DWCF group (N = 51) or the AI-assisted DWCF group (N = 50). A writing pretest was administered before the intervention, and a writing posttest and a questionnaire measuring learners’ self-correction awareness were administered after the intervention. No significant difference was found in self-correction awareness between the teacher-led and AI-assisted DWCF groups, suggesting that both modes can raise learners’ attention to language precision. Moreover, the teacher-led DWCF was more successful than the AI-assisted DWCF in enhancing writing performance. The study argues that AI feedback is more mechanical and superficial than teacher-led corrections. The social interaction in teacher-led DWCF is more likely to ensure comprehensible input, promote deeper thinking, and foster proficiency development. Hence, a combination of teacher-led and AI-assisted DWCF can be the optimal mode in an authentic teaching environment.

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