Chapter 2. Corrective Feedback in the Age of AI
Robert Hirschel and Kayoko Horai
Abstract
This chapter explores how generative AI can transform corrective feedback practices in language learning. The authors demonstrate how AI tools can provide immediate, individualized feedback tailored to learners’ needs, including support in the learner’s first language. By repositioning teachers as designers of learning environments rather than sole providers of feedback, the chapter highlights the potential of AI to enhance both the efficiency and effectiveness of writing instruction.
About the Contributors
Robert Hirschel is an associate professor at the Sojo International Learning Center (SILC) of Sojo University in Kumamoto, Japan. He teaches general English communication courses as well as English-medium courses focused on cultural awareness and sports. He has enjoyed teaching both in Japan and in the US at various levels, ranging from pre-school to post-graduate. His research interests include CALL, intercultural education and vocabulary acquisition.
Kayoko Horai is a professor at the Sojo International Learning Center, Sojo University. She teaches English communication and test-preparation courses while serving as a principal advisor at the Self-Access Learning Center, supporting students’ autonomous language learning. Her research focuses on English education, learner autonomy, and interactive support through one-to-one advising. She has recently been exploring how generative AI can be utilized as a tool to promote individualized and self-directed learning, investigating the relationship between AI-assisted learning support, learners’ self-regulation, and motivation.
Citation
Hirschel, R., & Horai, K. (2026). Corrective feedback in the age of AI. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 33–52). Candlin & Mynard. https://doi.org/10.47908/45/2
This chapter explores how generative AI can transform corrective feedback practices in language learning. The authors demonstrate how AI tools can provide immediate, individualized feedback tailored to learners’ needs, including support in the learner’s first language. By repositioning teachers as designers of learning environments rather than sole providers of feedback, the chapter highlights the potential of AI to enhance both the efficiency and effectiveness of writing instruction.
About the Contributors
Robert Hirschel is an associate professor at the Sojo International Learning Center (SILC) of Sojo University in Kumamoto, Japan. He teaches general English communication courses as well as English-medium courses focused on cultural awareness and sports. He has enjoyed teaching both in Japan and in the US at various levels, ranging from pre-school to post-graduate. His research interests include CALL, intercultural education and vocabulary acquisition.
Kayoko Horai is a professor at the Sojo International Learning Center, Sojo University. She teaches English communication and test-preparation courses while serving as a principal advisor at the Self-Access Learning Center, supporting students’ autonomous language learning. Her research focuses on English education, learner autonomy, and interactive support through one-to-one advising. She has recently been exploring how generative AI can be utilized as a tool to promote individualized and self-directed learning, investigating the relationship between AI-assisted learning support, learners’ self-regulation, and motivation.
Citation
Hirschel, R., & Horai, K. (2026). Corrective feedback in the age of AI. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 33–52). Candlin & Mynard. https://doi.org/10.47908/45/2
Information About the Book
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Title: Artificial Intelligence in Japan’s Language Learning Classroom
Editors: Robert Dykes, Oliver Edwards, Dave Bollen, and Tina Shu-wen Lin Publication date: June 2026 Read more... |