2026-10-18T23:16:10Zhttps://ebyu-rdlopen.rawdatalibrary.net/oai/requestoai:ebyu-rdlopen.rawdatalibrary.net:ebyu/104862026-10-18T20:39:21Zopenairedrivercom_ebyu_10000col_ebyu_10001A comparative analysis of human and GenAI-generated feedback on EFL students’ argumentative writing performanceYıldız, MineTopuz, Arif CemPolat, HamzaTaşlıbeyaz, ElifKurşun, EnginYeşilyurt, SavaşArgumentative writingGenAI-generated feedbackhuman-generated feedbackwriting performanceThis study examined the impact of feedback provided by a human tutor (HT) and GenAI on the argumentative writing performance of L2 learners. A total of 59 students participating in the study were divided into two groups randomly: group 1 received feedback from the HT and group 2 received feedback from GenAI in the first task. For the second writing task, the groups were reversed.The mixed-ANCOVA test results revealed that students produced better final drafts after receiving feedback on their argumentative writing. Although GenAI-generated feedback had no significant difference in improving writing components and general writing performance, human-generated feedback promoted students’ language, mechanics, and overall writing scores in their final drafts at a significant level. Therefore, it can be suggested that a balance between the two feedback sources should be achieved to provide EFL learners with effective feedback, promote their writing, and thus decrease HTs’ workload. © 2025 Informa UK Limited, trading as Taylor & Francis Group.Routledge2026Articlehttps://rdlopen.rawdatalibrary.net/r/ebyu/10486https://doi.org/10.1080/01443410.2025.25397970144-3410enEducational Psychologyinfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/articlehttps://ebyu-rdlopen.rawdatalibrary.net/tr/items/ebyu/10486