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Shuying Diao

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Open access Aug 2026

Chinese Undergraduate L2 Writers' Metacognitive Regulation When Using Teacher and AI Feedback: A Qualitative Study

The reported metacognitive regulation of five Chinese undergraduate non-English majors who had experience using both teacher feedback and generative AI tools in L2 writing was explored, highlighting the importance of feedback literacy and learner agency in human-AI feedback environments.

Shuying Diao · 0 citations

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