Öğretmen geri bildirimi ve birleştirilmiş otomatik geri bildirim ve öğretmen geri bildirimi modelinin yabancı dil olarak İngilizce öğrenen öğrencilerin paragraf yazma performansı üzerindeki etkisinin karşılaştırılması

Writing in English as a foreign language (EFL) has usually been regarded as crucial, but also challenging in language learning. Therefore, teachers have employed both automated feedback (AF) through AI-powered tools and teacher feedback to improve their learners' writing skills recently. Then, the current study aims to investigate the impact of receiving AF through Grammarly combined with teacher written feedback on the paragraph writing performance of Turkish EFL middle school learners, and their opinions about using such combined feedback in their writing classes. A mixed-methods explanatory sequential research design was employed. First, in the experimental study, a total of 38 students who were in the 7th grade at a public middle school completed the pre- and post-writing tasks, and four paragraph writing tasks in an eight-week-process-based writing instruction. Secondly, 12 learners' opinions were explored through semi-structured interviews. The results revealed that the combined feedback group did not significantly outperform the teacher feedback group after the feedback intervention, but each group on their own significantly improved their writing performance from the pre- to post-writing tasks. Besides, the findings showed that all the learners enjoyed receiving combined feedback on their writing and mostly desired to receive such feedback on their future writing tasks. Although some shortcomings regarding combined feedback were underlined, it was usually perceived more advantageous. Learners also stated that receiving combined feedback enhanced their writing performance. Accordingly, some implications were offered both to learners and teachers.