The Application Effectiveness and Improvement Strategies of Generative AI Feedback Systems in English Academic Writing Instruction for STEM Graduate Students
Main Article Content
Abstract
High-quality academic writing is essential for effective dissemination of research findings in engineering disciplines, including electromagnetic waves, antennas, and propagation, where precise technical communication directly influences k nowledge t ransfer a nd i nternational c ollaboration. This study develops and validates a generative artificial i ntelligence ( AI) f eedback f ramework f or English academic writing instruction among STEM graduate students by integrating selfdetermination theory with process writing theory. The proposed system provides automated error diagnosis, language refinement, structural optimization, and personalized revision guidance through a collaborative AI–instructor workflow. Experimental results demonstrate that the framework significantly i mproves w riting q uality, learning motivation, and feedback efficiency w hile m aintaining r eliable p erformance i n g rammar c orrection and discipline-oriented language analysis. Complex reasoning tasks requiring expert judgment are delegated to instructors to preserve academic rigor. In addition, adaptive feedback strategies based on learner proficiency a nd c ontextual r equirements e nhance t he e ffectiveness o f t echnical w riting i nstruction and facilitate standardized expression of scientific i nformation. T he p roposed f ramework o ffers a practical approach for intelligent academic writing support and provides methodological insights for preparing high-quality engineering manuscripts and technical documentation in interdisciplinary research environments, particularly those requiring accurate communication of electromagnetic and related scientific knowledge.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
C. Zhou and Y. Wang, “University Students’ Writing Feedback Literacy in the AI Era: The Interplay of Generative AI Acceptance, Writing Anxiety and Writing Self-Efficacy in Chinese EMI Educational Contexts,” European Journal of Education, vol. 61, no. 1, Art. no. e70478-e70478, 2026, doi: 10.1111/EJED.70478.
S. Jin, “Writing in the digital age: understanding the relationship between social media use and college students’ writing skills and anxiety,” Humanities and Social Sciences Communications, vol. 12, no. 1, pp. 1048-1048, 2025, doi: 10.1057/S41599-025-05443-1.
D. Candan, “Variation in University Student Writing: A communicative text approach, Larissa Goulart, Studies in Corpus Linguistics1172024John Benjamins Publishing Amsterdam, Netherlands9789027246615ix-239.English for Specific Purposes,” 2025; 79101-103, doi: 10.1016/J.ESP.2025.05.001.
J. A. Hardy, “Review of Goulart (2024): Variation in University Student Writing: A Communicative Text Type Approach,” International Journal of Learner Corpus Research, vol. 11, no. 2, pp. 336-341, 2025, doi: 10.1075/IJLCR.00053.HAR.
N. Z. Bi and Y. Wang, “EFL College Students’ Writing Self-efficacy and Strategy Use in Their Summary Writing,” English Language Teaching, vol. 18, no. 3, pp. 79-79, 2025, doi: 10.5539/ELT.V18N3P79.
C. Wang and Q. Li, “Effects of Gamification on Chinese EFL College Students’ Writing Error Awareness and Writing Performance,” International Journal of English Linguistics, vol. 15, no. 1, pp. 76-76, 2025, doi: 10.5539/IJEL.V15N1P76.
Y. Zou, F. Kuek, X. Cheng, and W. Feng, “How does task complexity and task difficulty affect college students’ writing performance? The mediating effect of critical thinking disposition,” PloS one, vol. 20, no. 6, Art. no. e0324486, 2025, doi: 10.1371/journal.pone.0324486.
M. Sinnappan and N. A. Samat, “Interlingual Error Analysis in the Writing of Tamil-Speaking College Students,” Forum for Linguistic Studies, pp. 6(6), 2024, doi: 10.30564/FLS.V6I6.6949.
L. Goulart, M. L. Matte, A. Mendoza, L. Alvarado, and I. Veloso, “AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments,” Journal of Second Language Writing, pp. 66101160-101160, 2024, doi: 10.1016/J.JSLW.2024.101160.
L. Goulart and T. Dixon, “The relative influence of language backgrounds, communicative text types, and disciplines in undergraduate student writing,” International Journal of Learner Corpus Research, vol. 11, no. 1, pp. 178-216, 2024, doi: 10.1075/ijlcr.23028.gou.
F. Monazzah, M. Morady Moghaddam, and S. A. Ostovar-Namaghi, “The Art of Influencing: Exploring Persuasive Strategies in the Writings of Iranian University Students.Journal of Psycholinguistic Research,” 2024; 53(5):62-62, doi: 10.1007/S10936-024-10106-4.
L. M. Harrison, B. Challenger, E. Morgenstern, and O. A. Balarabe, “Helping College Students Write: A Guide for Educators,” Taylor & Francis, 2024, doi: 10.4324/9781003402206.
E. Rustan, “University Students’ Plagiarism Behaviours in Writing Instruction: A Systematic Review,” Journal of Language Teaching and Research, vol. 15, no. 4, pp. 1083-1094, 2024, doi: 10.17507/JLTR.1504.06.
S. Ali, “A Multidimensional Analysis of Academic Writing: A Comparative Study of Saudi and British University Students’ Writing,” World Journal of English Language, pp. 14(2), 2024, doi: 10.5430/WJEL.V14N2P452.
M. Sutherland, “Evidence of Poor Writing and Academic Standards Among University Students in the UK, and the Need for More Rigorous Accreditation of Degree Courses,” The Computer Games Journal, vol. 9, no. 3, pp. 91-120, 2020, doi: 10.1007/s40869-020-00097-2.
C. Han and S. Gardner, “‘How can I add an argument appropriately in English?’ Addition markers in Chinese L1 and English L1 university student writing,” Journal of English for Academic Purposes, vol. 67, p. 101332, 2024, doi: 10.1016/J.JEAP.2023.101332.
A. Sayin and N. Kahraman, “A Measurement Tool for Repeated Measurement of Assessment of University Students’ Writing Skill: Development and Evaluation,” Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, pp. 1-18, 2020, doi: 10.21031/epod.639148.
O. Arias-Gundín and P. Robledo, “An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students,” Frontiers in Psychology, pp. 141274478-1274478, 2023, doi: 10.3389/FPSYG.2023.1274478.
L. Dong, “Exploring the interplay between writing feedback perception and Lexical Complexity among Chinese University students: a latent Profile Analysis and Retrodictive qualitative modeling study,” Reading and Writing, vol. 37, no. 10, pp. 2687-2706, 2023, doi: 10.1007/S11145-023-10489-1.
Z. Miao, “The Use of Written Corrective Feedback in Writing Teaching to Chinese University Students,” Journal of Humanities, Arts and Social Science, pp. 7(9), 2023, doi: 10.26855/JHASS.2023.09.007.
Z. Zohoorian, “A comparative study of solitary and teacher-led pre-task planning effect on EFL university learners’ writing performance: A case of an online platform amidst COVID-19,” Forum for Linguistic Studies, pp. 5(1), 2023, doi: 10.18063/FLS.V5I1.1568.
Q. Lu, Y. Yao, and X. Zhu, “The Effects of Writing Revisions on Writing Improvement Among Undergraduate Students: The Moderating Role of Self-rating Accuracy,” The Asia-Pacific Education Researcher, vol. 33, no. 3, pp. 535-544, 2023, doi: 10.1007/S40299-023-00749-7.
Q. Lu, Y. Yao, and X. Zhu, “The relationship between peer feedback features and revision sources mediated by feedback acceptance: The effect on undergraduate students’ writing performance,” Assessing Writing, pp. 56, 2023, doi: 10.1016/J.ASW.2023.100725.
I. Ilham, B. Musthafa, and F. N. Yusuf, “UNIVERSITY STUDENTS’ NEEDS OF WRITING COURSE MATERIALS: A CASE OF INDONESIA,” English Review Journal of English Education, vol. 8, no. 2, pp. 31, 2020, doi: 10.25134/erjee.v8i2.2988.
H. Li, “A Study on the Mechanism of College Students’ Writing Therapy to Guide Rumination,” Academic Journal of Humanities & Social Sciences, pp. 6(1), 2023, doi: 10.25236/AJHSS.2023.060116.
S. Saleh ALYousef, “An Empirical Study of Schema Theory and Its Application in Improving University Students’ Writing Ability,” Arab World English Journal, vol. 11, no. 1, pp. 1-77, 2020, doi: 10.24093/awej/th.253.
A. S. Alawerdy and F. S. Alalwi, “Enhancing English as a foreign language university students’ writing through explicit instruction of conjunctions as cohesive devices: An experimental study,” Frontiers in Psychology, pp. 131053310-1053310, 2022, doi: 10.3389/FPSYG.2022.1053310.
Mujiono and S. Fatimah, “Moodle Integration Intervention in EFL Virtual Classroom and Academic Flow on University Students’ Achievement in Writing,” Theory and Practice in Language Studies, vol. 12, no. 10, pp. 2182-2190, 2022, doi: 10.17507/TPLS.1210.26.
N. Kitajroonchai, T. Kitjaroonchai, and P. Sanitchai, “The Effects of Process Genre-Based Writing and Process Writing Approaches on Asian EFL Pre-University Students’ Writing Performance,” Journal of Language Teaching and Research, vol. 13, no. 4, pp. 860-871, 2022, doi: 10.17507/JLTR.1304.19.
N. Justin, “Science fiction prototyping’s features and impact on college students’ perceptions of writing,” Scientific Study of Literature, vol. 10, no. 1, pp. 128-164, 2020, doi: 10.1075/SSOL.20002.NIC.