Generative AI in L2 upper secondary education : A qualitative study on two students’ experience and attitudes working with AI generated feedback

This study examines how two upper secondary students engage with generative AI tools, specifically AI-generated feedback by ChatGPT, to support their revision work in an argumentative writing task, focusing on specific aspects of paragraph writing. Through screen recordings, writing samples and interviews, the study examines the types of revisions students make, their interactions with the tool and their attitudes toward its use. Findings suggest that AI-generated feedback can be a valuable supplement to traditional instruction, but its effectiveness is likely to depend on the students’ language proficiency and their understanding of how to apply AI-generated feedback constructively. The study also highlights the need for clear teacher guidance to prevent misuse and foster productive learning with AI tools.