Feedback Literacy within Teacher Feedback vs. AI Feedback

Abstract

This study aims to investigate how the age of artificial intelligence reshapes the world as numerous individuals get feedback. Regarding this issue, exploring how students perceive, interpret, and utilize feedback given by their language instructors and AI-driven tools gains vital importance. Methodology employs a descriptive design, wherein data are collected from 52 undergraduate EFL students at a school of foreign languages at a state university in Adana-Türkiye. The data includes writing parts of the Module 2 Exit Exam, reflective diaries of the students who get feedback from their language instructors, and those who get AI-generated feedback. The survey responses are also submitted in the study in 2025-2026 Academic Year. Two types of reflective diaries are collected via e-mail organized by the researcher. Quantitative data are analyzed to identify frequencies of feedback types and their reliance with exit exam, while qualitative insights are derived from student reflections via feedback diaries. The findings reveal that students reveal growing awareness of feedback processes. They tend to value immediacy and clarity in AI feedback while still relying on human instructors for contextual and affective dimensions. The study assumes to contribute to the field by situating feedback literacy within the rapidly changing digital landscape in pedagogical implications for integrating AI-supported tools into EFL writing instruction.