AI-generated feedback as a tool for developing cognitive and metacognitive strategies in EFL writing

La retroalimentación generada por inteligencia artificial como herramienta para el desarrollo de estrategias cognitivas y metacognitivas en la escritura en inglés como lengua extranjera

Resumen

This study explores the use of artificial intelligence (AI) to enhance EFL students’ writing by fostering cognitive and metacognitive strategy development. Conducted as a case study, it involved twenty students completing five writing tasks assessed using ChatGPT-generated corrective and formative feedback based on a TOEFL criteria rubric included within a specific prompt. A mixed-methods design was employed to measure quantitative improvements and qualitative perceptions. The results indicate improvements in writing skills, especially in Task Fulfillment and Organization in written essays, with modest progress in Grammar, Sentence Structure, and Vocabulary Use. Students reported that the feedback and the correction tasks promoted cognitive strategies such as noticing and error analysis and metacognitive strategies such as monitoring and self-evaluation, contributing to skill improvement. The study suggests that AI can support personalized instruction, assist in formative assessment, and reduce teacher workload. However, its effective implementation requires ongoing supervision to address feedback inaccuracies and ensure meaningful learning outcomes.