AI-powered Multimodal Feedback in EFL Writing: Pragmatic Functions and Classroom Implications

Abstract

Feedback is a pragmatically complex aspect of English as a Foreign Language (EFL) pedagogy, as it includes various speech acts such as evaluating, giving advice, correcting errors, and balancing praise with criticism (Liu et al. 2021), which can significantly influence student motivation and progress (Kerr 2020). This study adopts an exploratory mixed-methods design that integrates three datasets to investigate multimodal feedback in EFL writing classes through the dual lenses of teachers’ pragmatic awareness and students’ perceptions. The research focuses on an experimental activity involving fifty secondary school students’ (B1–C1) use of Grammarly®, an AI-powered writing assistant. This tool offers automated written corrective feedback (AWCF) by providing scores, colour-coded suggestions, and visual cues related to grammar, spelling, style, and tone. By simultaneously evaluating, encouraging and correcting students, AWCF can help teachers blur the traditional lines between formative and summative feedback (Kerr 2020). The three datasets consist of: the classification of AWCF based on pragmatic functions (explanation, evaluation, suggestion, encouragement) (Liu et al. 2021) and realisation modes (linguistic, visual, interactive) (Herring 2019; Kress and van Leeuwen 2020); anonymous questionnaires assessing students’ perceptions before and after the activity; and a self-evaluation of EFL teachers’ awareness of multimodal feedback through an anonymous questionnaire. In addition to confirming its effectiveness and motivational potential, the research suggests that AWCF may serve as a multimodal, pragmatic partner for teachers: by offering more consistent, transparent, and interactive feedback s through the semiotic modes of text, visuals, and numerical scoring. The findings suggest that such tools may help instructors expand Classroom Interactional Competence (CIC) through integrative awareness and reflective adaptability to students’ needs.