ENHANCING UNIVERSITY STUDENTS' ACADEMIC WRITING SKILLS THROUGH AI-ASSISTED FORMATIVE FEEDBACK
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Abstract
Artificial intelligence is becoming increasingly common in university education and is changing the way students develop their academic writing skills. This article explores how AI-assisted formative feedback can support university students in improving their English academic writing. AI tools can provide timely and personalized suggestions related to grammar, vocabulary, organization, coherence, and academic style. Such feedback allows students to recognize their mistakes, revise their texts more effectively, and take greater responsibility for their learning. However, AI should not replace the teacher’s role in the writing process. Teacher guidance remains essential for helping students evaluate automated suggestions, express their own ideas, and use AI responsibly. The article also discusses possible challenges, including inaccurate feedback, overreliance on technology, academic integrity, and data privacy. It argues that AI-assisted feedback is most effective when combined with teacher support, peer feedback, and regular revision activities. When used thoughtfully and ethically, AI can help create a supportive learning environment and contribute to the development of students’ academic writing competence.
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