International Journal of Changes in Education

• McCarthy, K. S., Roscoe, R. D., Allen, L. K., Likens, A. D., & McNamara, D. S. (2022). Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision? Assessing Writing, 52, 100608. https://doi.org/10.1016/j.asw.2022.100608
• Wang, L., Chen, X., Wang, C., Xu, L., Shadiev, R., & Li, Y. (2024). ChatGPT’s capabilities in providing feedback on undergraduate students’ argumentation: A case study. Thinking Skills and Creativity, 51, 101440. https://doi.org/10.1016/j.tsc.2023.101440
• Zou, M., & Huang, L. (2024). The impact of ChatGPT on L2 writing and expected responses: Voice from doctoral students. Education and Information Technologies, 29(11), 13201–13219. https://doi.org/10.1007/s10639-023-12397-x
• Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28(11), 13943–13967. https://doi.org/10.1007/s10639-023-11742-4
• Bitchener, J. (2012). Written corrective feedback for L2 development: Current knowledge and future research. TESOL Quarterly, 46(4), 855–860.
• Zhang, Z. V. (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, 43, 100439. https://doi.org/10.1016/j.asw.2019.100439
• Cheng, X., & Zhang, L. J. (2024). Examining second language (L2) learners’ engagement with AWE-teacher integrated feedback in a technology-empowered context. The Asia-Pacific Education Researcher, 33(4), 1023–1035. https://doi.org/10.1007/s40299-024-00877-8
• Zhang, Z. V., & Hyland, K. (2022). Fostering student engagement with feedback: An integrated approach. Assessing Writing, 51, 100586. https://doi.org/10.1016/j.asw.2021.100586
• Barrot, J. S. (2023). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584–607. https://doi.org/10.1080/09588221.2021.1936071
• Barrot, J. S. (2023). Using ChatGPT for second language writing: Pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
• Yao, Y., Wang, W., & Yang, X. (2021). Perceptions of the inclusion of automatic writing evaluation in peer assessment on EFL writers’ language mindsets and motivation: A short-term longitudinal study. Assessing Writing, 50, 100568. https://doi.org/10.1016/j.asw.2021.100568
• Ranalli, J. (2021). L2 student engagement with automated feedback on writing: Potential for learning and issues of trust. Journal of Second Language Writing, 52, 100816. https://doi.org/10.1016/j.jslw.2021.100816
• Jiang, L., Yu, S., & Wang, C. (2020). Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective. System, 93, 102302. https://doi.org/10.1016/j.system.2020.102302
• Zou, M., Kong, D., & Lee, I. (2025). Doctoral student’s strategy use in GAI chatbot-assisted L2 writing: An activity theory perspective. Journal of English for Academic Purposes, 76, 101521. https://doi.org/10.1016/j.jeap.2025.101521
• Meniado, J. C., Huyen, D. T. T., Panyadilokpong, N., & Lertkomolwit, P. (2024). Using ChatGPT for second language writing: Experiences and perceptions of EFL learners in Thailand and Vietnam. Computers and Education: Artificial Intelligence, 7, 100313. https://doi.org/10.1016/j.caeai.2024.100313
• Barrett, A., & Pack, A. (2023). Not quite eye to AI: Student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1), 59. https://doi.org/10.1186/s41239-023-00427-0
• Shen, Y., & Guo, H. (2024). “I feel AI is neither too good nor too bad”: Unveiling Chinese EFL teachers’ perceived emotions in generative AI-mediated L2 classes. Computers in Human Behavior, 161, 108429. https://doi.org/10.1016/j.chb.2024.108429
• Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29(7), 8435–8463. https://doi.org/10.1007/s10639-023-12146-0
• Lin, S., & Crosthwaite, P. (2024). The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback. System, 127, 103529. https://doi.org/10.1016/j.system.2024.103529
• Lu, Q., Yao, Y., Xiao, L., Yuan, M., Wang, J., & Zhu, X. (2024). Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing? Assessment & Evaluation in Higher Education, 49(5), 616–633. https://doi.org/10.1080/02602938.2024.2301722
• Li, J., Huang, J., Wu, W., & Whipple, P. B. (2024). Evaluating the role of ChatGPT in enhancing EFL writing assessments in classroom settings: A preliminary investigation. Humanities and Social Sciences Communications, 11(1), 1268. https://doi.org/10.1057/s41599-024-03755-2
• Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., … , & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students’ writing. Learning and Instruction, 91, 101894. https://doi.org/10.1016/j.learninstruc.2024.101894
• Wiboolyasarin, W., Wiboolyasarin, K., Suwanwihok, K., Jinowat, N., & Muenjanchoey, R. (2024). Synergizing collaborative writing and AI feedback: An investigation into enhancing L2 writing proficiency in wiki-based environments. Computers and Education: Artificial Intelligence, 6, 100228. https://doi.org/10.1016/j.caeai.2024.100228
• Han, J., & Li, M. (2024). Exploring ChatGPT-supported teacher feedback in the EFL context. System, 126, 103502. https://doi.org/10.1016/j.system.2024.103502
• Asadi, M., Ebadi, S., & Mohammadi, L. (2025). The impact of integrating ChatGPT with teachers’ feedback on EFL writing skills. Thinking Skills and Creativity, 56, 101766. https://doi.org/10.1016/j.tsc.2025.101766
• Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90–102. https://doi.org/10.1016/j.asw.2018.02.004
• Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307–329. https://doi.org/10.1016/j.jslw.2012.09.009
• Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349.
• Cheng, X., & Zhang, L. J. (2024). Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study. Studies in Educational Evaluation, 81, 101337. https://doi.org/10.1016/j.stueduc.2024.101337
• Zhang, F., Schunn, C., Chen, S., Li, W., & Li, R. (2023). EFL student engagement with giving peer feedback in academic writing: A longitudinal study. Journal of English for Academic Purposes, 64, 101255. https://doi.org/10.1016/j.jeap.2023.101255
• Zhang, Y., & Gao, Y. (2024). Exploring the dynamics of student engagement with receiving peer feedback in L2 writing. Assessing Writing, 60, 100842. https://doi.org/10.1016/j.asw.2024.100842
• Saeli, H., & Rahmati, P. (2023). Developments in learners’ affective engagement with written peer feedback: The affordances of in situ translanguaging. Assessing Writing, 58, 100788. https://doi.org/10.1016/j.asw.2023.100788
• Cheng, X., Liu, Y., & Wang, C. (2023). Understanding student engagement with teacher and peer feedback in L2 writing. System, 119, 103176. https://doi.org/10.1016/j.system.2023.103176
• Li, X., & Ke, P. (2025). How L2 student writers engage with automated feedback: A longitudinal perspective. Assessing Writing, 64, 100919. https://doi.org/10.1016/j.asw.2025.100919
• Koltovskaia, S. (2020). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44, 100450. https://doi.org/10.1016/j.asw.2020.100450
• Koltovskaia, S., Rahmati, P., & Saeli, H. (2024). Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement. Journal of Second Language Writing, 65, 101130. https://doi.org/10.1016/j.jslw.2024.101130
• Yeung, S. (2025). University students’ engagement with generative AI-supported automated writing evaluation (AWE) feedback. Journal of Second Language Writing, 68, 101203. https://doi.org/10.1016/j.jslw.2025.101203
• Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of artificial intelligence powered digital writing assistant in higher education: Randomized controlled trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014
• Wang, Y., & Xue, L. (2024). Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study. Computers in Human Behavior, 159, 108353. https://doi.org/10.1016/j.chb.2024.108353
• Yang, W., & Lin, C. (2025). Translanguaging with generative AI in EFL writing: Students’ practices and perceptions. Journal of Second Language Writing, 67, 101181. https://doi.org/10.1016/j.jslw.2025.101181

APA

Liang, J. (2026). Student Engagement with ChatGPT and Teacher Feedback in L2 Writing. International Journal of Changes in Education, 3(4), 551-562. https://doi.org/10.47852/bonviewIJCE62026891

Vancouver

Liang J. Student Engagement with ChatGPT and Teacher Feedback in L2 Writing. International Journal of Changes in Education. 2026;3(4):551-62. https://doi.org/10.47852/bonviewIJCE62026891

AMA

Liang J. Student Engagement with ChatGPT and Teacher Feedback in L2 Writing. International Journal of Changes in Education. 2026;3(4), 551-562. https://doi.org/10.47852/bonviewIJCE62026891

Chicago

Liang, Jiaying. "Student Engagement with ChatGPT and Teacher Feedback in L2 Writing". International Journal of Changes in Education 2026 3 no. 4 (2026): 551-562. https://doi.org/10.47852/bonviewIJCE62026891

Harvard

Liang, J. (2026). Student Engagement with ChatGPT and Teacher Feedback in L2 Writing. International Journal of Changes in Education, 3(4), pp. 551-562. https://doi.org/10.47852/bonviewIJCE62026891

MLA

Liang, Jiaying "Student Engagement with ChatGPT and Teacher Feedback in L2 Writing". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 551-562. https://doi.org/10.47852/bonviewIJCE62026891