Proceedings of the 3rd International Conference on Educational Development and Social Sciences (EDSS 2026)

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Exploring Factors Affecting L2 Learners’ Feedback-seeking Inquiry in AI-assisted Composition Revision

Authors
Shu Huang1, *, Wenpu Wang2
1Chengdu University of Information Technology, Chengdu, China
2Chengdu Technological University, Chengdu, China
*Corresponding author. Email: huangshu@cuit.edu.cn
Corresponding Author
Shu Huang
Available Online 1 May 2026.
DOI
10.2991/978-2-38476-569-0_34How to use a DOI?
Keywords
feedback-seeking behavior; language proficiency; learner perceptions; AI-assisted composition revision; second language writing
Abstract

Generative AI offers comprehensive feedback in L2 writing, and yet its efficacy depends on learners’ feedback-seeking behavior. However, insufficient studies have investigated feedback-seeking behavior in AI-assisted learning contexts. This study explores factors that might affect feedback-seeking inquiry among L2 learners in AI-assisted composition revision. The data of the study included questionnaire data and interaction logs from 113 Chinese EFL undergraduates. The study found that perceived usefulness of AI showed no correlation with either the number of prompts or the depth of prompts. While language proficiency showed no correlation with the number of prompts, higher-proficiency students produced significantly more in-depth prompts than intermediate and lower-proficiency students. No significant difference was detected between intermediate and lower-proficiency groups regarding the depth of the prompts. The findings indicate that the perceived usefulness of AI feedback does not necessarily correlate with feedback-seeking inquiry. The study contributes to the understanding of how L2 learner characteristics shape student-AI interaction.

Copyright
© 2026 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 3rd International Conference on Educational Development and Social Sciences (EDSS 2026)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
1 May 2026
ISBN
978-2-38476-569-0
ISSN
2352-5398
DOI
10.2991/978-2-38476-569-0_34How to use a DOI?
Copyright
© 2026 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Shu Huang
AU  - Wenpu Wang
PY  - 2026
DA  - 2026/05/01
TI  - Exploring Factors Affecting L2 Learners’ Feedback-seeking Inquiry in AI-assisted Composition Revision
BT  - Proceedings of the 3rd International Conference on Educational Development and Social Sciences (EDSS 2026)
PB  - Atlantis Press
SP  - 276
EP  - 282
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-569-0_34
DO  - 10.2991/978-2-38476-569-0_34
ID  - Huang2026
ER  -