AccScience Publishing / IJOSI / Online First / DOI: 10.6977/IJoSI.202606_10(4).000X
ARTICLE

Human versus artificial intelligence feedback: A comparative study of teacher-guided ChatGPT and teacher feedback in English as a foreign language writing development

Turgay Kucuk1*
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1 English Language Teaching Department, Tishk International University, Erbil-KRI, Iraq
Received: 20 April 2026 | Revised: 9 June 2026 | Accepted: 17 June 2026 | Published online: 8 July 2026
© 2026 by the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC-by the license) ( https://creativecommons.org/licenses/by-nc/4.0/ )
Abstract

This study was conducted during the 2025–2026 academic year at Tishk International University in Iraq. It aims to compare teacher-guided ChatGPT feedback and teacher feedback on the writing development of architecture students learning English as a foreign language. Students were divided into control and experimental groups, and a seven-week study was conducted with pre- and post-tests administered. During the study, the control group received teacher feedback, while the experimental group received ChatGPT feedback under continuous teacher guidance and pedagogical supervision, rather than unrestricted artificial intelligence use. Analysis of the data revealed that although both groups showed improvement in writing performance, the experimental group’s post-test scores increased significantly more than those of the control group. Additionally, students in the experimental group reported positive perceptions of ChatGPT feedback. In conclusion, ChatGPT, when used under teacher guidance, is an effective tool for supporting students’ writing skills.

Keywords
Artificial intelligence feedback
ChatGPT
English as a foreign language writing
Student perceptions
Teacher feedback
Writing development
Funding
None.
Conflict of interest
The author declares no conflict of interest.
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