Generative Artificial Intelligence and Automated Feedback in Second Language Writing: A Critical Review

Abstract

Background. Feedback is central to the development of second language (L2) writing, yet providing timely, individualised feedback to large cohorts remains a persistent challenge in higher education. Automated writing evaluation (AWE) has long promised to address this gap, and the emergence of generative artificial intelligence (GenAI) has dramatically expanded what automated feedback can do. Aim. This article critically reviews the evidence on automated and GenAI-generated feedback in L2 writing, evaluating its effectiveness, the nature of learner engagement, its use in automated scoring, and the pedagogical and ethical tensions it raises.