94% of researchers rate our articles as excellent or good
Learn more about the work of our research integrity team to safeguard the quality of each article we publish.
Find out more
ORIGINAL RESEARCH article
Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1509904
This article is part of the Research TopicStudent Voices in Formative Assessment FeedbackView all 6 articles
Same assignment – two different feedback contexts: Lower secondary students’ experiences with feedback during a three draft writing process
Provisionally accepted- 1Department of Teacher Education and Humanities, Faculty of Pedagogy, Volda University College, Volda, Norway
- 2Department of Education, Faculty of Humanities, Sports, and Educational ScienceUniversity of South-Eastern Norway, Drammen, Norway
- 3Department of Education, ICT and Learning, Faculty of Teacher Education and Language, Østfold University College, Halden, Østfold, Norway
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
This study explores students' conceptions and experiences with feedback as integrated parts of a three draft writing process and group discussions in English as a foreign language (EFL) in three schools. The students (n = 106, six classes) were following the same draft writing process design during a full school day. The same assignment was given to all participating students, but different feedback contexts were assigned in each school. Half of the students received AI-generated feedback (context 1), while the remaining received peer feedback (context 2). Individual interviews with students (n=22) were used to investigate students' experiences during the draft writing process. The study describes some key aspects regarding how the students engaged with AI-generated feedback and peer feedback and finds that both feedback contexts have the potential to develop feedback literacy among lower secondary school students. While AI-generated feedback information supported students dialogic feedback interactions the peer feedback context allowed for students to rehearse their assessment and feedback strategies. The study also reveals that peer feedback for lower secondary school students is challenging, since the students function as both feedback givers, receivers and users during the draft writing process. Our study can contribute to the growing understanding of the relationship between feedback contexts, lower secondary students' uptake of feedback, and how feedback literacy could be developed.
Keywords: Formative feedback, Automated feedback, AI-feedback, Peer feedback, feedback literacy, writing process
Received: 11 Oct 2024; Accepted: 17 Mar 2025.
Copyright: © 2025 Moltudal, Gamlem, Segaran and Engeness. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Synnøve Heggedal Moltudal, Department of Teacher Education and Humanities, Faculty of Pedagogy, Volda University College, Volda, Norway
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.