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
· International journal of com... · 0 citations