Chapter 3. Generative AI as a Writing Feedback Companion
Marila Melnikova & Ashton E. Dawes
Abstract
Focusing on AI-assisted writing, this chapter investigates how learners interact with generative AI as a feedback tool. Through empirical data on student practices and perceptions, the authors show how engaging with AI feedback can foster reflective decision-making and greater learner agency. The chapter also examines students’ beliefs about AI and evaluates the pedagogical effectiveness of integrating AI into writing instruction.
About the Contributors
Ashton E. Dawes is a senior lecturer in the English Language Institute at Kanda University of International Studies, Japan, where she teaches courses in L2 writing, educational podcasting, and cultural studies of the American Southeast. She currently serves as the course coordinator for Academic Literacies: Writing in Kanda University’s English Department. She holds a master’s degree in Applied Linguistics from the University of Mississippi, USA. Her research interests include educational design and emerging technologies, as well as peer feedback in writing pedagogy. Her current projects explore collaborative peer review and feedback literacy practices in Japanese higher education, and theorize podcasts as creative outlets for language learners.
Mariia Melnikova holds a degree in Linguistics from Lomonosov Moscow State University and is currently a lecturer at the English Language Institute at Kanda University of International Studies in Chiba, Japan. She teaches courses in academic writing, reading, and English communication. Her research focuses on English as a foreign language pedagogy, with particular interests in vocabulary acquisition strategies and feedback in academic writing. She has co-authored publications on AI-assisted writing feedback and vocabulary learning practices and has presented her work at international conferences on applied linguistics and language education. Originally from Russia, she has lived and worked in Japan since 2019.
Citation
Dawes, A., & Melnikova, M. (2026). Generative AI as a writing feedback companion. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 54–84). Candlin & Mynard. https://doi.org/10.47908/45/3
Focusing on AI-assisted writing, this chapter investigates how learners interact with generative AI as a feedback tool. Through empirical data on student practices and perceptions, the authors show how engaging with AI feedback can foster reflective decision-making and greater learner agency. The chapter also examines students’ beliefs about AI and evaluates the pedagogical effectiveness of integrating AI into writing instruction.
About the Contributors
Ashton E. Dawes is a senior lecturer in the English Language Institute at Kanda University of International Studies, Japan, where she teaches courses in L2 writing, educational podcasting, and cultural studies of the American Southeast. She currently serves as the course coordinator for Academic Literacies: Writing in Kanda University’s English Department. She holds a master’s degree in Applied Linguistics from the University of Mississippi, USA. Her research interests include educational design and emerging technologies, as well as peer feedback in writing pedagogy. Her current projects explore collaborative peer review and feedback literacy practices in Japanese higher education, and theorize podcasts as creative outlets for language learners.
Mariia Melnikova holds a degree in Linguistics from Lomonosov Moscow State University and is currently a lecturer at the English Language Institute at Kanda University of International Studies in Chiba, Japan. She teaches courses in academic writing, reading, and English communication. Her research focuses on English as a foreign language pedagogy, with particular interests in vocabulary acquisition strategies and feedback in academic writing. She has co-authored publications on AI-assisted writing feedback and vocabulary learning practices and has presented her work at international conferences on applied linguistics and language education. Originally from Russia, she has lived and worked in Japan since 2019.
Citation
Dawes, A., & Melnikova, M. (2026). Generative AI as a writing feedback companion. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 54–84). Candlin & Mynard. https://doi.org/10.47908/45/3
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... |