Perceived Usefulness of AI-Generated Writing Feedback and EFL Students’ English Learning Motivation

AI-powered feedback has been a new trend in language teaching and learning, offering new possibilities for enhancing students’ writing skills. However, further research on this area is required to guarantee AI’s potential as a feedback tool is fully understood and appropriately exploited. This study is an attempt to investigate how students perceive and respond to AI-generated writing feedback and seek to determine whether there is a correlation between the perceived usefulness of such feedback and students’ motivation and engagement in English writing. A mixed-methods approach is employed, and both quantitative and qualitative data are collected through the administration of questionnaires and semi-structured interviews. Data analysis involves the use of descriptive statistics with the calculation of means, standard deviations and Pearson correlation coefficients for quantitative data as well as thematic analysis for qualitative data. Findings are expected to contribute to the existing body of research on the topic of AI-generative feedback and English learning motivation, offering guidance for relevant stakeholders.