mininuniverВестник Мининского университетаVestnik of Minin University2307-1281Minin Nizhny Novgorod State Pedagogical University10.26795/2307-1281-2025-13-4-2mininuniver-1783Research ArticleТЕОРИЯ И МЕТОДОЛОГИЯ ОБРАЗОВАНИЯTHEORY AND METHODOLOGY OF EDUCATIONРабота над ошибками «по-новому»: ИИ-инструменты для реагирования на обратную связь от преподавателяDoing correction work in a new way: AI tools for responding to teacher feedbackhttps://orcid.org/0000-0002-4323-7409ВоронинаЕ. А.VoroninaE. A.

Елена Анатольевна Воронина, кандидат филологических наук, доцент

департамент английского языка

Нижний Новгород

ResearcherID: J-9155-2015

Elena A. Voronina, Candidate of Philological Sciences, Associate Professor

School of English

Nizhny Novgorod

ResearcherID: J-9155-2015

evoronina@hse.ruhttps://orcid.org/0000-0002-1758-6373КурьянМ. Л.KuryanM. L.

Мария Львовна Курьян, кандидат филологических наук, доцент

департамент английского языка

Нижний Новгород

ResearcherID: J-8832-2015

Maria L. Kuryan, Candidate of Philological Sciences, Associate Professor

School of English

Nizhny Novgorod

ResearcherID: J-8832-2015

mkuryan@hse.ruНИУ ВШЭРоссияHSE UniversityRussian Federation20251801202613422Copyright © Воронина Е.А., Курьян М.Л., 20262026Воронина Е.А., Курьян М.Л.Voronina E.A., Kuryan M.L.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.minin-vestnik.ru/jour/article/view/1783   Введение

   Введение. Использование инструментов искусственного интеллекта (ИИ) в образовательном процессе получает все более широкое распространение, в том числе при обучении письму на английском языке. Однако вопрос о том, как эффективность обратной связи, предоставляемой преподавателем относительно письменных работ студентов, может быть повышена за счет современных ИИ-технологий, заслуживает большего внимания.

   Цель настоящего исследования – проанализировать способы «сотрудничества» между преподавателем и студентами в вопросе применения ИИ для более качественного реагирования и проработки обратной связи по результатам письменных заданий.

   Актуальность работы обусловлена интересом к развитию новых образовательных трендов и попыткой наметить пути этичного и ответственного внедрения ИИ в образовательный процесс.

   Материалы и методы

   Материалы и методы. Аналитический метод использовался для изучения теоретической и эмпирической базы знаний по теме. Сравнительный анализ моделей обратной связи позволил сконструировать расширенную модель реагирования на обратную связь с применением ИИ. Феноменологический подход привел к осмыслению и структурированию педагогического опыта авторов и выработке алгоритма для оптимизации управления реакцией учащихся наобратную связь, предоставляемую преподавателем.

   Результаты исследования. Разработана модель реагирования на обратную связь от преподавателя, включающая инновационный компонент в виде ИИ-инструментов. Предложен практико-ориентированный алгоритм реализации модели в рамках работы над письменными заданиями типа эссе. Особое внимание уделяется педагогической поддержке со стороны преподавателя, позволяющей индивидуализировать процесс обучения и повысить вовлеченность студентов.

   Обсуждение и заключения. Образовательный диалог может способствовать новому уровню «грамотности» студентов в вопросах актуализации обратной связи от преподавателя. Переосмысленная модель реагирования на обратную связь «преподаватель – студент – ИИ –студент – преподаватель» при условии правильного и этичного использования может усилить сотрудничество между преподавателями и студентами, повысив эффективность обучения навыкам письма на английском языке.

   Introduction

   Introduction. The use of artificial intelligence (AI) tools in the educational process is expanding, particularly in teaching English writing. Despite this growth, there remains a need for deeper exploration into how AI can enhance the effectiveness of teacher feedback received by students on their written works.

   This study aims to investigate collaborative approaches between teacher and students to improve the quality of learners’ response to the feedback with the help of AI tools.

   The relevance of this research lies in advancing emerging educational trends and identifying ethical and responsible ways to incorporate AI into pedagogical practices.

   Materials and methods

   Materials and methods. An analytical approach was employed to examine theoretical and empirical literature on the topic. Through comparative analysis of classical feedback models, an expanded framework incorporating AI-driven responses was developed. Additionally, a phenomenological method facilitated the synthesis and organization of the authors’ pedagogical experiences, resulting in the design of an algorithm intended to optimize the management of students’ responses to teacher-provided feedback.

   Results

   Results. The study produced a novel feedback response model that integrates AI tools as a key component. Alongside this, a practical algorithm for applying the model in the context of written assignments – such as essays – was proposed. The model emphasizes the crucial role of teacher-led pedagogical support to personalize the learning experience and enhance student engagement.

   Discussion and conclusions. An enriched educational dialogue can contribute to a new level of students’ feedback "literacy" in interpreting and utilizing teacher commentary on the written tasks. The proposed teacher – student – AI – student – teacher feedback model, if used competently and ethically, can strengthen collaboration between teachers and learners, increasing the effectiveness of enhancing English writing skills.

обратная связьИИ-инструментымодель реагирования на обратную связьобучение письму на английском языкепедагогическая поддержкавысшее образованиеfeedbackAI-instrumentsmodel of responding to feedbackteaching English writing skillsscaffoldinghigher educationReferencesАвраменко А. П., Фадеева В. А., Терновский В. В. Опыт интеграции технологий искусственного интеллекта в иноязычное высшее образование: от цифровизации к автоматизации // Вестник Московского университета. Серия 19. Лингвистика и межкультурная коммуникация. 2024. № 2. С. 55-67. DOI: 10.55959/MSU-2074-1588-19-27-2-4.Avramenko A. P., Fadeeva V. A.., Ternoovsky V. V. Integrating artificial intelligence technologies in foreign language higher education: from digitalization to automation. Vestnik Moskovskogo universiteta. Seriya 19. Lingvistika i mezhkul'turnaya kommunikatsiya, 2024, no. 2, pp. 55-67, doi: 10.55959/MSU-2074-1588-19-27-2-4. (In Russ.)Азбель А. А., Илюшин Л. С., Морозова П. А. Обратная связь в обучении глазами российских подростков // Вопросы образования = Educational Studies Moscow. 2021. № 1. С. 195-212. DOI: 10.17323/1814-9545-2021-1-195-212.Azbel' A. A., Ilyushin L. S., Morozova P. A. Perceptions of feedback among Russian adolescents // Voprosy obrazovaniya = Educational Studies Moscow, 2021, no. 1, pp. 195-212, doi: 10.17323/1814-9545-2021-1-195-212. (In Russ.)Алешковский И. А., Гаспаришвили А. Т., Нарбут Н. П., Крухмалева О. В., Савина Н. Е. Российские студенты о возможностях и ограничениях использования искусственного интеллекта в обучении // Вестник Российского университета дружбы народов. Серия: Социология. 2024. Т. 24, № 2. С. 335-353. DOI: 10.22363/2313-2272-2024-24-2-335-353.Aleshkovskiy I. A., Gasparishvili A. T., Narbut N. P., Krukhmaleva O. V., Savina N. E. Russian students on the potential and limitations of artificial intelligence in education. Vestnik Rossiyskogo universiteta druzhby narodov. Seriya: Sotsiologiya, 2024, vol. 24, no. 2, pp. 335-353, doi: 10.22363/2313-2272-2024-24-2-335-353. (In Russ.)Богомазова А. А. Способы внедрения искусственного интеллекта в образовательный процесс в рамках преподавания английского языка в неязыковых вузах // Мир науки, культуры, образования. 2025. Т. 2, № 111. С. 42-45. DOI: 10.24412/1991-5497-2025-2111-42-45.Bogomazova A. A. Ways of introducing artificial intelligence into the educational process in the framework of teaching English at non-language universities. Mir nauki, kul'tury, obrazovanija, 2025, vol. 2, no. 111, pp. 42-45, doi: 10.24412/1991-5497-2025-2111-42-45. (In Russ.)Золотарев М. В. Искусственный интеллект как генератор обратной связи при обучении академическому письму // Вопросы методики преподавания в вузе. 2024. T. 13, № 4. С. 57-70. DOI: 10.57769/2227-8591.13.4.04.Zolotarev M. V. Artificial intelligence as feedback generator in academic writing instruction. Voprosy metodiki prepodavaniya v vuze, 2024, vol. 13, no. 4, pp. 57-70, doi: 10.57769/2227-8591.13.4.04. (In Russ.)Синякова Е. А., Мирзоян А. Г. Особенности реакции индивидов на обратную связь, получаемую в условиях не связанных друг с другом заданий // Вопросы образования = Educational Studies Moscow. 2024. № 3 (2). С. 272-298. DOI: 10.17323/vo-2024-17644.Sinyakova E. A., Mirzoyan A. G. Feedback spillovers across unrelated tasks. Voprosy obrazovaniya = Educational Studies Moscow, 2024, no. 3 (2), pp. 272-298, doi: 10.17323/vo-2024-17644. (In Russ.)Сысоев П. В., Филатов Е.М. Чат-боты в обучении иностранному языку: преимущества и спорные вопросы // Вестник Тамбовского университета. Серия: Гуманитарные науки. 2023. Т. 28, № 1. С. 66-72. DOI: 10.20310/1810-0201-2023-28-1-66-72.Sysoev P. V., Filatov E. M. Chatbots in teaching a foreign language: advantages and controversial issues. Vestnik Tambovskogo universiteta. Serija: Gumanitarnye nauki, 2023, vol. 28, no. 1, pp. 66-72, doi: 10.20310/1810-0201-2023-28-1-66-72. (In Russ.)Сысоев П. В., Филатов Е. М., Сорокин Д. О. Чат-боты и голосовые помощники в развитии иноязычных речевых умений обучающихся // Язык и культура. 2023. № 63. С. 272-289. DOI: 10.17223/19996195/63/14.Sysoev P. V., Filatov E. M., Sorokin D. O. Chatbots and voice assistants in the development of foreign language skills of students. Jazyk i kul'tura, 2023, no. 63, pp. 272-289, doi: 10.17223/19996195/63/14. (In Russ.)Чекалина Т. А. ИИ-дидактика: новый тренд или эволюция процесса обучения? // Вестник Мининского университета. 2025. Т. 13, № 2 (51). DOI: 10.26795/2307-1281-2025-13-2-5.Chekalina T. A. AI-didactics: a new trend or evolution of the learning process? Vestnik Mininskogo universiteta, 2025, vol. 13, no. 2 (51), doi: 10.26795/2307-1281-2025-13-2-5. (In Russ.)Черкасова Е. А. Комплекс команд по выполнению упражнений и заданий в рамках обучения грамматике английского языка студентов технических вузов посредством чат-бота ChatGPT // Филологические науки. Вопросы теории и практики. 2024. Т. 17, № 5. С. 1633-1639. DOI: 10.30853/phil20240236.Cherkasova E. A. A set of commands for performing exercises and tasks within the framework of teaching English grammar to technical university students using ChatGPT. Filologicheskie nauki. Voprosy teorii i praktiki, 2024, vol. 17, no. 5, pp. 1633-1639, doi: 10.30853/phil20240236. (In Russ.)Шарифбаева Х. Я., Абдурашидова М. Ж. Применение ИИ для персонализации обучения студентов вузов // Universum: технические науки : электрон. научн. журн. 2024. № 11 (128). С. 24-18. URL: https://7universum.com/ru/tech/archive/item/18692 (дата обращения: 28. 07. 2025).Sharifbaeva Kh. Ya., Abdurashidova M. Zh. Application of AI for personalization of learning for university students. Universum: tekhnicheskie nauki : elektron. nauchn. zhurn, 2024, no. 11(128), pp. 24-28. Available at: https://7universum.com/ru/tech/archive/item/18692 (accessed: 28. 07. 2025). (In Russ.)Abdellatif M. S., Alshehri M. A., Alshehri H. A., Hafez W. E., Gafar M. G., Lamouchi A. I am all ears: listening exams with AI and its traces on foreign language learners’ mindsets, self-competence, resilience, and listening improvement // Language Testing in Asia. 2024. Vol. 14. P. 54. DOI: 10.1186/s40468-024-00329-6.Abdellatif M. S., Alshehri M. A., Alshehri H. A., Hafez W. E., Gafar M. G., Lamouchi A. I am all ears: listening exams with AI and its traces on foreign language learners’ mindsets, self-competence, resilience, and listening improvement. Language Testing in Asia, 2024, vol. 14, p. 54, doi: 10.1186/s40468-024-00329-6.Archibald A., Jeffery G. C. Second language acquisition and writing: a multi-disciplinary approach // Learning and instruction. 2000. Vol. 10, no. 1. Pp. 1-11. DOI: 10.1016/S0959-4752(99)00015-8.Archibald A., Jeffery G. C. Second language acquisition and writing: a multi-disciplinary approach. Learning and instruction, 2000, vol. 10, no. 1, pp. 1-11, doi: 10.1016/S0959-4752(99)00015-8.Bitchener J., Ferris D. R. Written Corrective Feedback in Second Language Acquisition and Writing. 1<sup>st</sup> ed. New York: Routledge, 2012. 254 p. ISBN 978-0-415-87244-7.Bitchener J., Ferris D. R. Written Corrective Feedback in Second Language Acquisition and Writing. 1<sup>st</sup> ed. New York, Routledge, 2012. 254 p. ISBN 978-0-415-87244-7.Carless D., Boud D. The development of student feedback literacy: Enabling uptake of feedback // Assessment & Evaluation in Higher Education. 2018. Vol. 43, no. 8. Pp. 1315-1325. DOI: 10.1080/02602938.2018.1463354.Carless D., Boud D. The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 2018, vol. 43, no. 8, pp. 1315-1325, doi: 10.1080/02602938.2018.1463354.Crompton H., Burke D. Artificial intelligence in higher education: the state of the field // International Journal of Educational Technology in Higher Education. 2023. Vol. 20. P. 22. DOI: 10.1186/s41239-023-00392-8.Crompton H., Burke D. Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 2023, vol. 20, p. 22, doi: 10.1186/s41239-023-00392-8.Dawson P., Yan Z., Lipnevich A., Tai J., Boud D., Mahoney P. Measuring what learners do in feedback: the feedback literacy behaviour scale // Assessment & Evaluation in Higher Education. 2024. Vol. 49, no. 3. Pp. 348-362. DOI: 10.1080/02602938.2023.2240983.Dawson P., Yan Z., Lipnevich A., Tai J., Boud D., Mahoney P. Measuring what learners do in feedback: the feedback literacy behaviour scale. Assessment & Evaluation in Higher Education, 2024, vol. 49, no. 3, pp. 348-362, doi: 10.1080/02602938.2023.2240983.Gupta S., Dharamshi R. R., Kakde V. An impactful and revolutionized educational ecosystem using generative AI to assist and assess the teaching and learning benefits, fostering the post-pandemic requirements // 2024 Second International Conference on Emerging Trends in InformationGupta S., Dharamshi R. R., Kakde V. An impactful and revolutionized educational ecosystem using generative AI to assist and assess the teaching and learning benefits, fostering the post-pandemic requirements. 2024 Second International Conference on Emerging Trends in Information Technology and Engineering (ICETITE), 2024, doi: 10.1109/ic-ETITE58242.2024.10493370.Technology and Engineering (ICETITE). 2024. DOI: 10.1109/ic-ETITE58242.2024.10493370.Hattie J., Timperley H. The power of feedback. Review of educational research, 2007, vol. 77, no. 1, pp. 81-112, doi: 10.3102/003465430298487.Hattie J., Timperley H. The power of feedback // Review of educational research. 2007. Vol. 77, no. 1. Pp. 81-112. DOI: 10.3102/003465430298487.Hyland K., Hyland F. Contexts and Issues in Feedback on L2 Writing. Feedback in Second Language Writing: Contexts and Issues. Cambridge Applied Linguistics. Cambridge University Press, 2019. Pp. 1-22. DOI: 10.1017/9781108635547.003.Hyland K., Hyland F. Contexts and Issues in Feedback on L2 Writing // Feedback in Second Language Writing: Contexts and Issues. Cambridge Applied Linguistics. Cambridge University Press, 2019. Pp. 1-22. DOI: 10.1017/9781108635547.003.Lahodynskyi O., Semeniako I. Second language teaching strategies within the framework of individualisation and differentiation in Higher Educational Institutions. Journal of Teaching English for Specific and Academic Purposes, 2018, vol. 6, no. 1, pp. 107-114, doi: 10.22190/JTESAP1801107L.Lahodynskyi O., Semeniako I. Second language teaching strategies within the framework of individualisation and differentiation in Higher Educational Institutions // Journal of Teaching English for Specific and Academic Purposes. 2018. Vol. 6, no. 1. Pp. 107-114. DOI: 10.22190/JTESAP1801107L.Lipnevich A. A., Berg D. A. G., Smith J. K. Toward a model of student response to feedback. Handbook of human and social conditions in assessment. Routledge, 2016. Pp. 169-185.Lipnevich A. A., Berg D. A. G., Smith J. K. Toward a model of student response to feedback // Handbook of human and social conditions in assessment. Routledge, 2016. Pp. 169-185.Liu W., Wang Y. The effects of using AI tools on critical thinking in English literature classes among EFL learners: An intervention study. European Journal of Education, 2024, vol. 59, no. 4, p. e12804, doi: 10.1111/ejed.12804.Liu W., Wang Y. The effects of using AI tools on critical thinking in English literature classes among EFL learners: An intervention study // European Journal of Education. 2024. Vol. 59, no. 4. P. e12804. DOI: 10.1111/ejed.12804.Mao Z., Lee I., Li S. Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies. Language Teaching, 2024, vol. 57, no. 4, pp. 449-477, doi: 10.1017/S0261444823000393.Mao Z., Lee I., Li S. Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies // Language Teaching. 2024. Vol. 57, no. 4. Pp. 449-477. DOI: 10.1017/S0261444823000393.Punar Özçelik N., Yangın Ekşi G. Cultivating writing skills: the role of ChatGPT as a learning assistant – a case study. Smart Learning Environments, 2024, vol. 11, p. 10, doi: 10.1186/s40561-024-00296-8.Punar Özçelik N., Yangın Ekşi G. Cultivating writing skills: the role of ChatGPT as a learning assistant – a case study // Smart Learning Environments. 2024. Vol. 11. P. 10. DOI: 10.1186/s40561-024-00296-8.Recalde Drouet E. M., Tello Salazar D. M., Charro Domínguez T. L., Catota Pinthsa P. J. Analysis of the repercussions of artificial intelligence in the personalization of the virtual educational process in higher education programs. Data and Metadata, 2024, vol. 3, doi: 10.56294/dm2024386.Recalde Drouet E. M., Tello Salazar D. M., Charro Domínguez T. L., Catota Pinthsa P. J. Analysis of the repercussions of artificial intelligence in the personalization of the virtual educational process in higher education programs // Data and Metadata. 2024. Vol. 3. DOI: 10.56294/dm2024386.Shakra Z. A. Feedback as Scaffolded Instruction in the Assessment of L2 Writing Tasks. European Scientific Journal, 2023, vol. 19, no. 29, pp. 57-93, doi: 10.19044/esj.2023.v19n29p57.Shakra Z. A. Feedback as Scaffolded Instruction in the Assessment of L2 Writing Tasks // European Scientific Journal. 2023. Vol. 19, no. 29. Pp. 57-93. DOI: 10.19044/esj.2023.v19n29p57.Tseng Y. C., Lin Y. H. Enhancing English as a Foreign Language (EFL) Learners' Writing with ChatGPT: A University-Level Course Design. Electronic Journal of e-Learning, 2024, vol. 22, no. 2, pp. 78-97, doi: 10.34190/ejel.21.5.3329.Tseng Y. C., Lin Y. H. Enhancing English as a Foreign Language (EFL) Learners' Writing with ChatGPT: A University-Level Course Design // Electronic Journal of e-Learning. 2024. Vol. 22, no. 2. Pp. 78-97. DOI: 10.34190/ejel.21.5.3329.Valfredini A. Studying the process of writing in a foreign language : An overview of the methods. Journal of Language Teaching and Research, 2015, vol. 6, no. 5, pp. 907-912, doi: 10.17507/jltr.0605.01.Valfredini A. Studying the process of writing in a foreign language : An overview of the methods // Journal of Language Teaching and Research. 2015. Vol. 6, no. 5. Pp. 907-912. DOI: 10.17507/jltr.0605.01.Wei L. Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in psychology, 2023, vol. 14, doi: 10.3389/fpsyg.2023.1261955.Wei L. Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning // Frontiers in psychology. 2023. Vol. 14. DOI: 10.3389/fpsyg.2023.1261955.Xiaofan W., Annamalai N. Investigating the Use of AI Tools in English Language Learning: A Phenomenological Approach. Contemporary Educational Technology, 2025, vol. 17, no. 2, doi: 10.30935/cedtech/16188.Xiaofan W., Annamalai N. Investigating the Use of AI Tools in English Language Learning: A Phenomenological Approach // Contemporary Educational Technology. 2025. Vol. 17, no. 2. DOI: 10.30935/cedtech/16188.Zhang E., Chunhong L., Yu S. The impact of a feedback intervention on university students’ second language writing feedback literacy. Innovations in Education and Teaching International, 2024, vol. 61, no. 3, doi: 10.1080/14703297.2023.2254275.Zhang E., Chunhong L., Yu S. The impact of a feedback intervention on university students’ second language writing feedback literacy // Innovations in Education and Teaching International. 2024. Vol. 61, no. 3. DOI: 10.1080/14703297.2023.2254275.Zhang E., Chunhong L., Yu S. The impact of a feedback intervention on university students’ second language writing feedback literacy // Innovations in Education and Teaching International. 2024. Vol. 61, no. 3. DOI: 10.1080/14703297.2023.2254275.Перенести в английский вариантПеренести в английский вариантAvramenko A. P., Fadeeva V. A.., Ternoovsky V. V. Integrating artificial intelligence technologies in foreign language higher education: from digitalization to automation. Vestnik Moskovskogo universiteta. Seriya 19. Lingvistika i mezhkul'turnaya kommunikatsiya, 2024, no. 2, pp. 55-67, doi: 10.55959/MSU-2074-1588-19-27-2-4. (In Russ.)Avramenko A. P., Fadeeva V. A.., Ternoovsky V. V. Integrating artificial intelligence technologies in foreign language higher education: from digitalization to automation. Vestnik Moskovskogo universiteta. Seriya 19. Lingvistika i mezhkul'turnaya kommunikatsiya, 2024, no. 2, pp. 55-67, doi: 10.55959/MSU-2074-1588-19-27-2-4. (In Russ.)Azbel' A. A., Ilyushin L. S., Morozova P. A. Perceptions of feedback among Russian adolescents // Voprosy obrazovaniya = Educational Studies Moscow, 2021, no. 1, pp. 195-212, doi: 10.17323/1814-9545-2021-1-195-212. (In Russ.)Azbel' A. A., Ilyushin L. S., Morozova P. A. Perceptions of feedback among Russian adolescents // Voprosy obrazovaniya = Educational Studies Moscow, 2021, no. 1, pp. 195-212, doi: 10.17323/1814-9545-2021-1-195-212. (In Russ.)Aleshkovskiy I. A., Gasparishvili A. T., Narbut N. P., Krukhmaleva O. V., Savina N. E. Russian students on the potential and limitations of artificial intelligence in education. Vestnik Rossiyskogo universiteta druzhby narodov. Seriya: Sotsiologiya, 2024, vol. 24, no. 2, pp. 335-353, doi: 10.22363/2313-2272-2024-24-2-335-353. (In Russ.)Aleshkovskiy I. A., Gasparishvili A. T., Narbut N. P., Krukhmaleva O. V., Savina N. E. Russian students on the potential and limitations of artificial intelligence in education. Vestnik Rossiyskogo universiteta druzhby narodov. Seriya: Sotsiologiya, 2024, vol. 24, no. 2, pp. 335-353, doi: 10.22363/2313-2272-2024-24-2-335-353. (In Russ.)Bogomazova A. A. Ways of introducing artificial intelligence into the educational process in the framework of teaching English at non-language universities. Mir nauki, kul'tury, obrazovanija, 2025, vol. 2, no. 111, pp. 42-45, doi: 10.24412/1991-5497-2025-2111-42-45. (In Russ.)Bogomazova A. A. Ways of introducing artificial intelligence into the educational process in the framework of teaching English at non-language universities. Mir nauki, kul'tury, obrazovanija, 2025, vol. 2, no. 111, pp. 42-45, doi: 10.24412/1991-5497-2025-2111-42-45. (In Russ.)Zolotarev M. V. Artificial intelligence as feedback generator in academic writing instruction. Voprosy metodiki prepodavaniya v vuze, 2024, vol. 13, no. 4, pp. 57-70, doi: 10.57769/2227-8591.13.4.04. (In Russ.)Zolotarev M. V. Artificial intelligence as feedback generator in academic writing instruction. Voprosy metodiki prepodavaniya v vuze, 2024, vol. 13, no. 4, pp. 57-70, doi: 10.57769/2227-8591.13.4.04. (In Russ.)Sinyakova E. A., Mirzoyan A. G. Feedback spillovers across unrelated tasks. Voprosy obrazovaniya = Educational Studies Moscow, 2024, no. 3 (2), pp. 272-298, doi: 10.17323/vo-2024-17644. (In Russ.)Sinyakova E. A., Mirzoyan A. G. Feedback spillovers across unrelated tasks. Voprosy obrazovaniya = Educational Studies Moscow, 2024, no. 3 (2), pp. 272-298, doi: 10.17323/vo-2024-17644. (In Russ.)Sysoev P. V., Filatov E. M. Chatbots in teaching a foreign language: advantages and controversial issues. Vestnik Tambovskogo universiteta. Serija: Gumanitarnye nauki, 2023, vol. 28, no. 1, pp. 66-72, doi: 10.20310/1810-0201-2023-28-1-66-72. (In Russ.)Sysoev P. V., Filatov E. M. Chatbots in teaching a foreign language: advantages and controversial issues. Vestnik Tambovskogo universiteta. Serija: Gumanitarnye nauki, 2023, vol. 28, no. 1, pp. 66-72, doi: 10.20310/1810-0201-2023-28-1-66-72. (In Russ.)Sysoev P. V., Filatov E. M., Sorokin D. O. Chatbots and voice assistants in the development of foreign language skills of students. Jazyk i kul'tura, 2023, no. 63, pp. 272-289, doi: 10.17223/19996195/63/14. (In Russ.)Sysoev P. V., Filatov E. M., Sorokin D. O. Chatbots and voice assistants in the development of foreign language skills of students. Jazyk i kul'tura, 2023, no. 63, pp. 272-289, doi: 10.17223/19996195/63/14. (In Russ.)Chekalina T. A. AI-didactics: a new trend or evolution of the learning process? Vestnik Mininskogo universiteta, 2025, vol. 13, no. 2 (51), doi: 10.26795/2307-1281-2025-13-2-5. (In Russ.)Chekalina T. A. AI-didactics: a new trend or evolution of the learning process? Vestnik Mininskogo universiteta, 2025, vol. 13, no. 2 (51), doi: 10.26795/2307-1281-2025-13-2-5. (In Russ.)Cherkasova E. A. A set of commands for performing exercises and tasks within the framework of teaching English grammar to technical university students using ChatGPT. Filologicheskie nauki. Voprosy teorii i praktiki, 2024, vol. 17, no. 5, pp. 1633-1639, doi: 10.30853/phil20240236. (In Russ.)Cherkasova E. A. A set of commands for performing exercises and tasks within the framework of teaching English grammar to technical university students using ChatGPT. Filologicheskie nauki. Voprosy teorii i praktiki, 2024, vol. 17, no. 5, pp. 1633-1639, doi: 10.30853/phil20240236. (In Russ.)Sharifbaeva Kh. Ya., Abdurashidova M. Zh. Application of AI for personalization of learning for university students. Universum: tekhnicheskie nauki : elektron. nauchn. zhurn, 2024, no. 11(128), pp. 24-28. Available at: https://7universum.com/ru/tech/archive/item/18692 (accessed: 28. 07. 2025). (In Russ.)Sharifbaeva Kh. Ya., Abdurashidova M. Zh. Application of AI for personalization of learning for university students. Universum: tekhnicheskie nauki : elektron. nauchn. zhurn, 2024, no. 11(128), pp. 24-28. Available at: https://7universum.com/ru/tech/archive/item/18692 (accessed: 28. 07. 2025). (In Russ.)Abdellatif M. S., Alshehri M. A., Alshehri H. A., Hafez W. E., Gafar M. G., Lamouchi A. I am all ears: listening exams with AI and its traces on foreign language learners’ mindsets, self-competence, resilience, and listening improvement. Language Testing in Asia, 2024, vol. 14, p. 54, doi: 10.1186/s40468-024-00329-6.Abdellatif M. S., Alshehri M. A., Alshehri H. A., Hafez W. E., Gafar M. G., Lamouchi A. I am all ears: listening exams with AI and its traces on foreign language learners’ mindsets, self-competence, resilience, and listening improvement. Language Testing in Asia, 2024, vol. 14, p. 54, doi: 10.1186/s40468-024-00329-6.Archibald A., Jeffery G. C. Second language acquisition and writing: a multi-disciplinary approach. Learning and instruction, 2000, vol. 10, no. 1, pp. 1-11, doi: 10.1016/S0959-4752(99)00015-8.Archibald A., Jeffery G. C. Second language acquisition and writing: a multi-disciplinary approach. Learning and instruction, 2000, vol. 10, no. 1, pp. 1-11, doi: 10.1016/S0959-4752(99)00015-8.Bitchener J., Ferris D. R. Written Corrective Feedback in Second Language Acquisition and Writing. 1<sup>st</sup> ed. New York, Routledge, 2012. 254 p. ISBN 978-0-415-87244-7.Bitchener J., Ferris D. R. Written Corrective Feedback in Second Language Acquisition and Writing. 1<sup>st</sup> ed. New York, Routledge, 2012. 254 p. ISBN 978-0-415-87244-7.Carless D., Boud D. The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 2018, vol. 43, no. 8, pp. 1315-1325, doi: 10.1080/02602938.2018.1463354.Carless D., Boud D. The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 2018, vol. 43, no. 8, pp. 1315-1325, doi: 10.1080/02602938.2018.1463354.Crompton H., Burke D. Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 2023, vol. 20, p. 22, doi: 10.1186/s41239-023-00392-8.Crompton H., Burke D. Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 2023, vol. 20, p. 22, doi: 10.1186/s41239-023-00392-8.Dawson P., Yan Z., Lipnevich A., Tai J., Boud D., Mahoney P. Measuring what learners do in feedback: the feedback literacy behaviour scale. Assessment & Evaluation in Higher Education, 2024, vol. 49, no. 3, pp. 348-362, doi: 10.1080/02602938.2023.2240983.Dawson P., Yan Z., Lipnevich A., Tai J., Boud D., Mahoney P. Measuring what learners do in feedback: the feedback literacy behaviour scale. Assessment & Evaluation in Higher Education, 2024, vol. 49, no. 3, pp. 348-362, doi: 10.1080/02602938.2023.2240983.Gupta S., Dharamshi R. R., Kakde V. An impactful and revolutionized educational ecosystem using generative AI to assist and assess the teaching and learning benefits, fostering the post-pandemic requirements. 2024 Second International Conference on Emerging Trends in Information Technology andGupta S., Dharamshi R. R., Kakde V. An impactful and revolutionized educational ecosystem using generative AI to assist and assess the teaching and learning benefits, fostering the post-pandemic requirements. 2024 Second International Conference on Emerging Trends in Information Technology andEngineering (ICETITE), 2024, doi: 10.1109/ic-ETITE58242.2024.10493370.Engineering (ICETITE), 2024, doi: 10.1109/ic-ETITE58242.2024.10493370.Hattie J., Timperley H. The power of feedback. Review of educational research, 2007, vol. 77, no. 1, pp. 81-112, doi: 10.3102/003465430298487.Hattie J., Timperley H. The power of feedback. Review of educational research, 2007, vol. 77, no. 1, pp. 81-112, doi: 10.3102/003465430298487.Hyland K., Hyland F. Contexts and Issues in Feedback on L2 Writing. Feedback in Second Language Writing: Contexts and Issues. Cambridge Applied Linguistics. Cambridge University Press, 2019. Pp. 1-22. DOI: 10.1017/9781108635547.003.Hyland K., Hyland F. Contexts and Issues in Feedback on L2 Writing. Feedback in Second Language Writing: Contexts and Issues. Cambridge Applied Linguistics. Cambridge University Press, 2019. Pp. 1-22. DOI: 10.1017/9781108635547.003.Lahodynskyi O., Semeniako I. Second language teaching strategies within the framework of individualisation and differentiation in Higher Educational Institutions. Journal of Teaching English for Specific and Academic Purposes, 2018, vol. 6, no. 1, pp. 107-114, doi: 10.22190/JTESAP1801107L.Lahodynskyi O., Semeniako I. Second language teaching strategies within the framework of individualisation and differentiation in Higher Educational Institutions. Journal of Teaching English for Specific and Academic Purposes, 2018, vol. 6, no. 1, pp. 107-114, doi: 10.22190/JTESAP1801107L.Lipnevich A. A., Berg D. A. G., Smith J. K. Toward a model of student response to feedback. Handbook of human and social conditions in assessment. Routledge, 2016. Pp. 169-185.Lipnevich A. A., Berg D. A. G., Smith J. K. Toward a model of student response to feedback. Handbook of human and social conditions in assessment. Routledge, 2016. Pp. 169-185.Liu W., Wang Y. The effects of using AI tools on critical thinking in English literature classes among EFL learners: An intervention study. European Journal of Education, 2024, vol. 59, no. 4, p. e12804, doi: 10.1111/ejed.12804.Liu W., Wang Y. The effects of using AI tools on critical thinking in English literature classes among EFL learners: An intervention study. European Journal of Education, 2024, vol. 59, no. 4, p. e12804, doi: 10.1111/ejed.12804.Mao Z., Lee I., Li S. Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies. Language Teaching, 2024, vol. 57, no. 4, pp. 449-477, doi: 10.1017/S0261444823000393.Mao Z., Lee I., Li S. Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies. Language Teaching, 2024, vol. 57, no. 4, pp. 449-477, doi: 10.1017/S0261444823000393.Punar Özçelik N., Yangın Ekşi G. Cultivating writing skills: the role of ChatGPT as a learning assistant – a case study. Smart Learning Environments, 2024, vol. 11, p. 10, doi: 10.1186/s40561-024-00296-8.Punar Özçelik N., Yangın Ekşi G. Cultivating writing skills: the role of ChatGPT as a learning assistant – a case study. Smart Learning Environments, 2024, vol. 11, p. 10, doi: 10.1186/s40561-024-00296-8.Recalde Drouet E. M., Tello Salazar D. M., Charro Domínguez T. L., Catota Pinthsa P. J. Analysis of the repercussions of artificial intelligence in the personalization of the virtual educational process in higher education programs. Data and Metadata, 2024, vol. 3, doi: 10.56294/dm2024386.Recalde Drouet E. M., Tello Salazar D. M., Charro Domínguez T. L., Catota Pinthsa P. J. Analysis of the repercussions of artificial intelligence in the personalization of the virtual educational process in higher education programs. Data and Metadata, 2024, vol. 3, doi: 10.56294/dm2024386.Shakra Z. A. Feedback as Scaffolded Instruction in the Assessment of L2 Writing Tasks. European Scientific Journal, 2023, vol. 19, no. 29, pp. 57-93, doi:Shakra Z. A. Feedback as Scaffolded Instruction in the Assessment of L2 Writing Tasks. European Scientific Journal, 2023, vol. 19, no. 29, pp. 57-93, doi:19044/esj.2023.v19n29p57.19044/esj.2023.v19n29p57.Tseng Y. C., Lin Y. H. Enhancing English as a Foreign Language (EFL) Learners' Writing with ChatGPT: A University-Level Course Design. Electronic Journal of e-Learning, 2024, vol. 22, no. 2, pp. 78-97, doi: 10.34190/ejel.21.5.3329.Tseng Y. C., Lin Y. H. Enhancing English as a Foreign Language (EFL) Learners' Writing with ChatGPT: A University-Level Course Design. Electronic Journal of e-Learning, 2024, vol. 22, no. 2, pp. 78-97, doi: 10.34190/ejel.21.5.3329.Valfredini A. Studying the process of writing in a foreign language : An overview of the methods. Journal of Language Teaching and Research, 2015, vol. 6, no. 5, pp. 907-912, doi: 10.17507/jltr.0605.01.Valfredini A. Studying the process of writing in a foreign language : An overview of the methods. Journal of Language Teaching and Research, 2015, vol. 6, no. 5, pp. 907-912, doi: 10.17507/jltr.0605.01.Wei L. Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in psychology, 2023, vol. 14, doi: 10.3389/fpsyg.2023.1261955.Wei L. Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in psychology, 2023, vol. 14, doi: 10.3389/fpsyg.2023.1261955.Xiaofan W., Annamalai N. Investigating the Use of AI Tools in English Language Learning: A Phenomenological Approach. Contemporary Educational Technology, 2025, vol. 17, no. 2, doi: 10.30935/cedtech/16188.Xiaofan W., Annamalai N. Investigating the Use of AI Tools in English Language Learning: A Phenomenological Approach. Contemporary Educational Technology, 2025, vol. 17, no. 2, doi: 10.30935/cedtech/16188.Zhang E., Chunhong L., Yu S. The impact of a feedback intervention on university students’ second language writing feedback literacy. Innovations in Education and Teaching International, 2024, vol. 61, no. 3, doi: 10.1080/14703297.2023.2254275.Zhang E., Chunhong L., Yu S. The impact of a feedback intervention on university students’ second language writing feedback literacy. Innovations in Education and Teaching International, 2024, vol. 61, no. 3, doi: 10.1080/14703297.2023.2254275.

The authors declare that there are no conflicts of interest present.