TY - JOUR
T1 - A synthesis of research on generative AI in automated writing evaluation
T2 - Opportunities, challenges, and future directions
AU - YANG, Jie
AU - HE, Xuanzi
N1 - Information for this record is provided by the author(s) concerned.
PY - 2025/6/19
Y1 - 2025/6/19
N2 - Since the release of ChatGPT in November 2022, the rapid development of generative artificial intelligence (GenAI) has transformed various aspects of language teaching and learning, particularly in automated writing evaluation. Numerous studies have explored the potential of integrating GenAI tools into automated writing evaluation; however, their findings have been somewhat inconsistent. This variability makes it difficult for us to understand GenAI's capabilities in essay scoring and feedback provision within language education. Consequently, a comprehensive and up-to-date synthesis of the existing literature is essential to clarify the role and effectiveness of GenAI in this context. Using thematic analysis (Braun & Clarke, 2006), this synthesis reviewed 18 empirical studies conducted between 2022 and 2024, identifying three key themes: (a) the effectiveness of GenAI tools in essay scoring, (b) the capabilities of GenAI tools in providing written feedback, and (c) the limitations and concerns associated with their use. This review evaluates the potential applications of GenAI tools, such as ChatGPT, in supporting teachers with automated essay scoring and feedback delivery. Additionally, it highlights emerging research directions and pedagogical implications for integrating GenAI into automated writing evaluation practices.
AB - Since the release of ChatGPT in November 2022, the rapid development of generative artificial intelligence (GenAI) has transformed various aspects of language teaching and learning, particularly in automated writing evaluation. Numerous studies have explored the potential of integrating GenAI tools into automated writing evaluation; however, their findings have been somewhat inconsistent. This variability makes it difficult for us to understand GenAI's capabilities in essay scoring and feedback provision within language education. Consequently, a comprehensive and up-to-date synthesis of the existing literature is essential to clarify the role and effectiveness of GenAI in this context. Using thematic analysis (Braun & Clarke, 2006), this synthesis reviewed 18 empirical studies conducted between 2022 and 2024, identifying three key themes: (a) the effectiveness of GenAI tools in essay scoring, (b) the capabilities of GenAI tools in providing written feedback, and (c) the limitations and concerns associated with their use. This review evaluates the potential applications of GenAI tools, such as ChatGPT, in supporting teachers with automated essay scoring and feedback delivery. Additionally, it highlights emerging research directions and pedagogical implications for integrating GenAI into automated writing evaluation practices.
M3 - RGC 21 - Publication in refereed journal
JO - Foreign Language Studies
JF - Foreign Language Studies
ER -