This paper explores the integration of generative AI in the writing feedback process by trialling two highly scaffolded feedback tasks. This paper draws on recent literature to consider both the significant benefits AI integration may afford the language learner, as well as negative effects. Two tasks trialled at UNSW College: (1) an AI-enhanced layered feedback process; and (2) a sentence-editing task, are outlined. These tasks were designed with the goal of incorporating generative AI in the editing stage of the writing process, in an effective and ethical manner, with an emphasis on building feedback literacy and maintaining cognitive engagement and language development. The paper explains how these tasks were designed to mitigate the negative effects that generative AI integration may also have on the language learner, particularly over-reliance and negative impacts on individual writer’s voice and critical thinking skills. Observations from trialling these tasks at UNSW College are given, in consideration of the potential benefits provided to the ELICOS student. The paper considers how maintaining a student-centred approach to technological integration can help develop crucial digital literacy skills in an increasingly digital and AI- driven world.
Key words: Generative AI; writing feedback; student-centred; digital literacy
