Original scientific paper
https://doi.org/10.51558/2303-4858.2025.13.2.159
Iterative refinement: Using the generative AI chatbot Copilot as a feedback tool – Evidence from the ELT classroom
Victoria Eibinger
orcid.org/0009-0005-5432-155X
; University of Graz, Austria
*
Hannes Fromm
; University of Graz, Austria
Margit Reitbauer
; University of Graz, Austria
* Corresponding author.
Abstract
Recent advances in artificial intelligence have opened the door to new applications in the teaching of writing. This article addresses a current research gap by combining automated AI-based feed-back, provided by Microsoft Copilot, with teacher feedback and student self-correction. The present study investigates the effectiveness of AI-assisted feedback on EFL students’ writing skills. Data were collected from 41 university students. The feedback from Copilot and the subsequent revisions made by students were analysed using MAXQDA according to categories such as genre conventions, accuracy, lexical scaffolding, and content. Results suggest that considerable improvements in writing skills, especially in the areas of lexical scaffolding and line of argumentation, can be achieved through AI-assisted feedback
Keywords
AI chatbot; EFL writing instruction; AI-assisted feedback; AI-literacy
Hrčak ID:
343789
URI
Publication date:
25.1.2026.
Visits: 251 *