{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,11]],"date-time":"2026-05-11T21:20:48Z","timestamp":1778534448135,"version":"3.51.4"},"reference-count":65,"publisher":"Springer Science and Business Media LLC","issue":"12","license":[{"start":{"date-parts":[[2025,3,5]],"date-time":"2025-03-05T00:00:00Z","timestamp":1741132800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2025,3,5]],"date-time":"2025-03-05T00:00:00Z","timestamp":1741132800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/501100004377","name":"Hong Kong Polytechnic University","doi-asserted-by":"publisher","award":["TDG22-25\/VTL-6"],"award-info":[{"award-number":["TDG22-25\/VTL-6"]}],"id":[{"id":"10.13039\/501100004377","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100004377","name":"The Hong Kong Polytechnic University","doi-asserted-by":"crossref","id":[{"id":"10.13039\/501100004377","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Educ Inf Technol"],"published-print":{"date-parts":[[2025,8]]},"abstract":"<jats:title>Abstract<\/jats:title>\n          <jats:p>Despite the well-established importance of feedback in education, the application of Artificial Intelligence (AI)-generated feedback, particularly from language models like ChatGPT, remains understudied in translation education. This study investigates the engagement of Master\u2019s students in translation with ChatGPT-generated feedback during their revision process. A mixed-methods approach, combining a translation-and-revision experiment with quantitative and qualitative analyses, was employed to examine the feedback, translations before and after revision, the revision process, and student reflections. The results reveal complex interrelations among cognitive, affective, and behavioural dimensions influencing students\u2019 engagement with AI feedback and their subsequent revisions. Specifically, the findings indicate that students invested considerable cognitive effort in the revision process, despite finding the feedback comprehensible. Moreover, they exhibited moderate affective satisfaction with the feedback model. Behaviourally, their actions were largely influenced by cognitive and affective factors, although some inconsistencies were observed. This research provides novel insights into the potential applications of AI-generated feedback in translation teaching and opens avenues for further investigation into the integration of AI tools in language teaching settings.<\/jats:p>","DOI":"10.1007\/s10639-025-13457-0","type":"journal-article","created":{"date-parts":[[2025,3,5]],"date-time":"2025-03-05T05:00:57Z","timestamp":1741150857000},"page":"16969-16995","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":31,"title":["Investigating student engagement with AI-driven feedback in translation revision: A mixed-methods study"],"prefix":"10.1007","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0009-0000-9463-5557","authenticated-orcid":false,"given":"Simin","family":"Xu","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4526-4187","authenticated-orcid":false,"given":"Yanfang","family":"Su","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3962-2563","authenticated-orcid":false,"given":"Kanglong","family":"Liu","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2025,3,5]]},"reference":[{"issue":"2","key":"13457_CR1","doi-asserted-by":"publisher","first-page":"216","DOI":"10.29140\/jaltcall.v19n2.1041","volume":"19","author":"S Afifi","year":"2023","unstructured":"Afifi, S., Rahimi, M., & Wilson, J. (2023). Student engagement with teacher and automated written corrective feedback on L2 writing: A multiple case study. The JALT CALL Journal, 19(2), 216\u2013242. https:\/\/doi.org\/10.29140\/jaltcall.v19n2.1041","journal-title":"The JALT CALL Journal"},{"key":"13457_CR2","doi-asserted-by":"publisher","unstructured":"AlGhamdi, R. (2024). Exploring the impact of ChatGPT-generated feedback on technical writing skills of computing students: A blinded study. Education and Information Technologies, 29, 18901\u201318926.\u00a0https:\/\/doi.org\/10.1007\/s10639-024-12594-2","DOI":"10.1007\/s10639-024-12594-2"},{"issue":"1","key":"13457_CR3","doi-asserted-by":"publisher","first-page":"67","DOI":"10.1080\/01443410.2016.1223275","volume":"37","author":"L Bai","year":"2017","unstructured":"Bai, L., & Hu, G. (2017). In the face of fallible AWE feedback: How do students respond? Educational Psychology, 37(1), 67\u201381. https:\/\/doi.org\/10.1080\/01443410.2016.1223275","journal-title":"Educational Psychology"},{"issue":"1","key":"13457_CR4","doi-asserted-by":"publisher","first-page":"23","DOI":"10.1186\/s41239-024-00455-4","volume":"21","author":"SK Banihashem","year":"2024","unstructured":"Banihashem, S. K., Kerman, N. T., Noroozi, O., Moon, J., & Drachsler, H. (2024). Feedback sources in essay writing: Peer-generated or AI-generated feedback? International Journal of Educational Technology in Higher Education, 21(1), 23. https:\/\/doi.org\/10.1186\/s41239-024-00455-4","journal-title":"International Journal of Educational Technology in Higher Education"},{"issue":"4","key":"13457_CR5","doi-asserted-by":"publisher","first-page":"413","DOI":"10.1177\/1362168807080961","volume":"11","author":"A Bruton","year":"2007","unstructured":"Bruton, A. (2007). Vocabulary learning from dictionary referencing and language feedback in EFL translational writing. Language Teaching Research, 11(4), 413\u2013431. https:\/\/doi.org\/10.1177\/1362168807080961","journal-title":"Language Teaching Research"},{"key":"13457_CR6","unstructured":"Cao, S., & Zhong, L. (2023). Exploring the effectiveness of ChatGPT-based feedback compared with teacher feedback and self-feedback: Evidence from Chinese to English translation. arXiv preprint arXiv:2309.01645. https:\/\/arxiv.org\/abs\/2309.01645. Accessed 16 Dec 2023."},{"issue":"1","key":"13457_CR7","doi-asserted-by":"publisher","first-page":"18","DOI":"10.53841\/bpsper.2008.32.1.18","volume":"32","author":"S Cassidy","year":"2008","unstructured":"Cassidy, S. (2008). Approaches to learning and competitive attitude in students in higher education. Psychology of Education Review, 32(1), 18\u201327. https:\/\/doi.org\/10.53841\/bpsper.2008.32.1.18","journal-title":"Psychology of Education Review"},{"issue":"3","key":"13457_CR8","doi-asserted-by":"publisher","first-page":"267","DOI":"10.1016\/S1060-3743(03)00038-9","volume":"12","author":"J Chandler","year":"2003","unstructured":"Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267\u2013296. https:\/\/doi.org\/10.1016\/S1060-3743(03)00038-9","journal-title":"Journal of Second Language Writing"},{"key":"13457_CR9","unstructured":"Chen, Y. (2021). Understanding student engagement with teacher and peer feedback in a translation course for Chinese English majors [Doctoral dissertation, The Hong Kong Polytechnic University]. Hong Kong Polytechnic University."},{"key":"13457_CR10","doi-asserted-by":"publisher","unstructured":"Cheng, X., & Zhang, L. J. (2024). Examining Second Language (L2) Learners\u2019 Engagement with AWE-Teacher Integrated Feedback in a Technology-Empowered Context. The Asia-Pacific Education Researcher, 33, 1023\u20131035.\u00a0https:\/\/doi.org\/10.1007\/s40299-024-00877-8","DOI":"10.1007\/s40299-024-00877-8"},{"key":"13457_CR11","doi-asserted-by":"publisher","first-page":"103176","DOI":"10.1016\/j.system.2023.103176","volume":"119","author":"X Cheng","year":"2023","unstructured":"Cheng, X., Liu, Y., & Wang, C. (2023). Understanding student engagement with teacher and peer feedback in L2 writing. System, 119, 103176. https:\/\/doi.org\/10.1016\/j.system.2023.103176","journal-title":"System"},{"key":"13457_CR12","doi-asserted-by":"publisher","unstructured":"Dai, W., Lin, J., Jin, H., Li, T., Tsai, Y. S., Gasevic, D., & Chen, G. (2023). Can large language models provide feedback to students? A case study on ChatGPT. In N.-S.\u00a0Chen, G. Rudolph, D. G. Sampson, M.\u00a0Chang, R.\u00a0Kuo, & A.\u00a0Tlili (Eds.), Proceedings - 2023 IEEE International Conference on Advanced Learning Technologies, ICALT 2023 (pp. 323\u2013325). IEEE, Institute of Electrical and Electronics Engineers. https:\/\/doi.org\/10.1109\/ICALT58122.2023.00100","DOI":"10.1109\/ICALT58122.2023.00100"},{"key":"13457_CR13","doi-asserted-by":"publisher","unstructured":"Ekin, S. (2023). Prompt Engineering For ChatGPT: A Quick Guide To Techniques, Tips, And Best Practices. TechRxiv preprint https:\/\/doi.org\/10.36227\/techrxiv.22683919.v2","DOI":"10.36227\/techrxiv.22683919.v2"},{"issue":"3","key":"13457_CR14","doi-asserted-by":"publisher","first-page":"353","DOI":"10.1111\/jopy.12320","volume":"86","author":"AJ Elliot","year":"2018","unstructured":"Elliot, A. J., Jury, M., & Murayama, K. (2018). Trait and perceived environmental competitiveness in achievement situations. Journal of Personality, 86(3), 353\u2013367. https:\/\/doi.org\/10.1111\/jopy.12320","journal-title":"Journal of Personality"},{"issue":"2","key":"13457_CR15","doi-asserted-by":"publisher","first-page":"335","DOI":"10.1017\/S0272263109990544","volume":"32","author":"R Ellis","year":"2010","unstructured":"Ellis, R. (2010). EPILOGUE: A Framework for Investigating Oral and Written Corrective Feedback. Studies in Second Language Acquisition, 32(2), 335\u2013349. https:\/\/doi.org\/10.1017\/S0272263109990544","journal-title":"Studies in Second Language Acquisition"},{"issue":"2","key":"13457_CR16","doi-asserted-by":"publisher","first-page":"169","DOI":"10.1080\/02602938.2020.1764490","volume":"46","author":"E Er","year":"2021","unstructured":"Er, E., Dimitriadis, Y., & Ga\u0161evi\u0107, D. (2021). Collaborative peer feedback and learning analytics: Theory-oriented design for supporting class-wide interventions. Assessment & Evaluation in Higher Education, 46(2), 169\u2013190. https:\/\/doi.org\/10.1080\/02602938.2020.1764490","journal-title":"Assessment & Evaluation in Higher Education"},{"key":"13457_CR17","doi-asserted-by":"publisher","first-page":"100775","DOI":"10.1016\/j.jslw.2020.100775","volume":"50","author":"Y Fan","year":"2020","unstructured":"Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50, 100775. https:\/\/doi.org\/10.1016\/j.jslw.2020.100775","journal-title":"Journal of Second Language Writing"},{"issue":"1","key":"13457_CR18","doi-asserted-by":"publisher","first-page":"59","DOI":"10.3102\/00346543074001059","volume":"74","author":"JA Fredricks","year":"2004","unstructured":"Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59\u2013109. https:\/\/doi.org\/10.3102\/00346543074001059","journal-title":"Review of Educational Research"},{"key":"13457_CR19","doi-asserted-by":"publisher","unstructured":"Guo, K., & Wang, D. (2023). To resist it or to embrace it? Examining ChatGPT\u2019s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29, 8435\u20138463.\u00a0https:\/\/doi.org\/10.1007\/s10639-023-12146-0","DOI":"10.1007\/s10639-023-12146-0"},{"key":"13457_CR20","doi-asserted-by":"publisher","first-page":"100962","DOI":"10.1016\/j.iheduc.2024.100962","volume":"63","author":"K Guo","year":"2024","unstructured":"Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-supported approach to peer feedback on university EFL students\u2019 feedback quality and writing ability. The Internet and Higher Education, 63, 100962. https:\/\/doi.org\/10.1016\/j.iheduc.2024.100962","journal-title":"The Internet and Higher Education"},{"key":"13457_CR21","doi-asserted-by":"publisher","unstructured":"Guo, K., Zhong, Y., Li, D., & Chu, S. K. W. (2023). Investigating students\u2019 engagement in chatbot-supported classroom debates. Interactive Learning Environments, 32(9), 4917\u20134933. https:\/\/doi.org\/10.1080\/10494820.2023.2207181","DOI":"10.1080\/10494820.2023.2207181"},{"key":"13457_CR22","doi-asserted-by":"publisher","first-page":"31","DOI":"10.1016\/j.jslw.2015.08.002","volume":"30","author":"Y Han","year":"2015","unstructured":"Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31\u201344. https:\/\/doi.org\/10.1016\/j.jslw.2015.08.002","journal-title":"Journal of Second Language Writing"},{"issue":"5\u20136","key":"13457_CR23","doi-asserted-by":"publisher","first-page":"1064","DOI":"10.1080\/09588221.2021.1968915","volume":"36","author":"C Han","year":"2023","unstructured":"Han, C., & Lu, X. (2023). Can automated machine translation evaluation metrics be used to assess students\u2019 interpretation in the language learning classroom? Computer Assisted Language Learning, 36(5\u20136), 1064\u20131087. https:\/\/doi.org\/10.1080\/09588221.2021.1968915","journal-title":"Computer Assisted Language Learning"},{"issue":"4","key":"13457_CR24","doi-asserted-by":"publisher","first-page":"543","DOI":"10.1080\/03054985.2011.604951","volume":"37","author":"K Handley","year":"2011","unstructured":"Handley, K., Price, M., & Millar, J. (2011). Beyond \u2018doing time\u2019: Investigating the concept of student engagement with feedback. Oxford Review of Education, 37(4), 543\u2013560. https:\/\/doi.org\/10.1080\/03054985.2011.604951","journal-title":"Oxford Review of Education"},{"issue":"1","key":"13457_CR25","doi-asserted-by":"publisher","first-page":"5","DOI":"10.1177\/000494419203600102","volume":"36","author":"J Hattie","year":"1992","unstructured":"Hattie, J. (1992). Measuring the Effects of Schooling. Australian Journal of Education, 36(1), 5\u201313. https:\/\/doi.org\/10.1177\/000494419203600102","journal-title":"Australian Journal of Education"},{"issue":"1","key":"13457_CR26","doi-asserted-by":"publisher","first-page":"81","DOI":"10.3102\/003465430298487","volume":"77","author":"J Hattie","year":"2007","unstructured":"Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81\u2013112. https:\/\/doi.org\/10.3102\/003465430298487","journal-title":"Review of Educational Research"},{"issue":"1","key":"13457_CR27","doi-asserted-by":"publisher","first-page":"18617","DOI":"10.1038\/s41598-023-45644-9","volume":"13","author":"S Herbold","year":"2023","unstructured":"Herbold, S., Hautli-Janisz, A., Heuer, U., Kikteva, Z., & Trautsch, A. (2023). A large-scale comparison of human-written versus ChatGPT-generated essays. Scientific Reports, 13(1), 18617. https:\/\/doi.org\/10.1038\/s41598-023-45644-9","journal-title":"Scientific Reports"},{"issue":"5","key":"13457_CR28","doi-asserted-by":"publisher","first-page":"557","DOI":"10.1002\/ejsp.81","volume":"31","author":"P Huguet","year":"2001","unstructured":"Huguet, P., Dumas, F., Monteil, J. M., & Genestoux, N. (2001). Social comparison choices in the classroom: Further evidence for students\u2019 upward comparison tendency and its beneficial impact on performance. European Journal of Social Psychology, 31(5), 557\u2013578. https:\/\/doi.org\/10.1002\/ejsp.81","journal-title":"European Journal of Social Psychology"},{"issue":"2","key":"13457_CR29","doi-asserted-by":"publisher","first-page":"256","DOI":"10.7202\/1032857ar","volume":"60","author":"A Hurtado Albir","year":"2015","unstructured":"Hurtado Albir, A., & Taylor, P. (2015). The acquisition of translation. competence competences, tasks, and assessment in translator training. Meta, 60(2), 256\u2013280. https:\/\/doi.org\/10.7202\/1032857ar","journal-title":"Meta"},{"issue":"6","key":"13457_CR30","doi-asserted-by":"publisher","first-page":"590","DOI":"10.1108\/02683940710778459","volume":"22","author":"R Ilies","year":"2007","unstructured":"Ilies, R., De Pater, I. E., & Judge, T. (2007). Differential affective reactions to negative and positive feedback, and the role of self-esteem. Journal of Managerial Psychology, 22(6), 590\u2013609. https:\/\/doi.org\/10.1108\/02683940710778459","journal-title":"Journal of Managerial Psychology"},{"issue":"7","key":"13457_CR31","doi-asserted-by":"publisher","first-page":"1329","DOI":"10.1080\/09588221.2020.1799824","volume":"35","author":"L Jiang","year":"2022","unstructured":"Jiang, L., & Yu, S. (2022). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers. Computer Assisted Language Learning, 35(7), 1329\u20131353. https:\/\/doi.org\/10.1080\/09588221.2020.1799824","journal-title":"Computer Assisted Language Learning"},{"issue":"4","key":"13457_CR32","doi-asserted-by":"publisher","first-page":"623","DOI":"10.1080\/02602938.2018.1525691","volume":"44","author":"BM J\u00f8rgensen","year":"2018","unstructured":"J\u00f8rgensen, B. M. (2018). Investigating non-engagement with feedback in higher education as a social practice. Assessment & Evaluation in Higher Education, 44(4), 623\u2013635. https:\/\/doi.org\/10.1080\/02602938.2018.1525691","journal-title":"Assessment & Evaluation in Higher Education"},{"key":"13457_CR33","doi-asserted-by":"publisher","unstructured":"Kim, J. (2023). Leading teachers\u2019 perspective on teacher-AI collaboration in education. Education and Information Technologies, 29, 8693\u20138724.\u00a0https:\/\/doi.org\/10.1007\/s10639-023-12109-5","DOI":"10.1007\/s10639-023-12109-5"},{"key":"13457_CR34","doi-asserted-by":"publisher","first-page":"100450","DOI":"10.1016\/j.asw.2020.100450","volume":"44","author":"S Koltovskaia","year":"2020","unstructured":"Koltovskaia, S. (2020). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44, 100450. https:\/\/doi.org\/10.1016\/j.asw.2020.100450","journal-title":"Assessing Writing"},{"key":"13457_CR35","doi-asserted-by":"publisher","unstructured":"Lee, S.-M., Yang, Z., & Wu, J. G. (2024). Live, play, and learn: Language learner engagement in the immersive VR environment. Education and Information Technologies, 29, 10529\u201310550. https:\/\/doi.org\/10.1007\/s10639-023-12215-4","DOI":"10.1007\/s10639-023-12215-4"},{"key":"13457_CR36","doi-asserted-by":"publisher","unstructured":"Lee, T. K. (2023). Artificial intelligence and posthumanist translation: ChatGPT versus the translator. Applied Linguistics Review, 15(6), 2351\u20132372. https:\/\/doi.org\/10.1515\/applirev-2023-0122","DOI":"10.1515\/applirev-2023-0122"},{"issue":"8","key":"13457_CR37","doi-asserted-by":"publisher","first-page":"1231","DOI":"10.1080\/02602938.2022.2044013","volume":"47","author":"X Li","year":"2022","unstructured":"Li, X., & Ke, P. (2022). An empirical study of peer feedback in translation didactics: Quality, response and student perceptions. Assessment & Evaluation in Higher Education, 47(8), 1231\u20131244. https:\/\/doi.org\/10.1080\/02602938.2022.2044013","journal-title":"Assessment & Evaluation in Higher Education"},{"issue":"7","key":"13457_CR38","doi-asserted-by":"publisher","first-page":"908","DOI":"10.1080\/13562517.2020.1754784","volume":"27","author":"B Malecka","year":"2022","unstructured":"Malecka, B., Boud, D., & Carless, D. (2022). Eliciting, processing and enacting feedback: Mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education, 27(7), 908\u2013922. https:\/\/doi.org\/10.1080\/13562517.2020.1754784","journal-title":"Teaching in Higher Education"},{"issue":"2","key":"13457_CR39","doi-asserted-by":"publisher","first-page":"199","DOI":"10.1080\/03075070600572090","volume":"31","author":"DJ Nicol","year":"2006","unstructured":"Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199\u2013218. https:\/\/doi.org\/10.1080\/03075070600572090","journal-title":"Studies in Higher Education"},{"key":"13457_CR40","unstructured":"OpenAI. (2022). ChatGPT: Optimizing language models for dialogue. OpenAI. https:\/\/chatgpt.r4wand.eu.org\/. Accessed 10 Nov 2023."},{"issue":"1","key":"13457_CR41","doi-asserted-by":"publisher","first-page":"18","DOI":"10.1186\/s40862-023-00191-8","volume":"8","author":"J Pan","year":"2023","unstructured":"Pan, J., Chen, H., & Yuan, S. (2023). A comparative study of the engagement with written corrective feedback of Chinese private college students. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 18. https:\/\/doi.org\/10.1186\/s40862-023-00191-8","journal-title":"Asian-Pacific Journal of Second and Foreign Language Education"},{"key":"13457_CR42","unstructured":"Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications."},{"key":"13457_CR43","doi-asserted-by":"publisher","first-page":"50","DOI":"10.1017\/S0267190515000094","volume":"36","author":"J Philp","year":"2016","unstructured":"Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50\u201372. https:\/\/doi.org\/10.1017\/S0267190515000094","journal-title":"Annual Review of Applied Linguistics"},{"key":"13457_CR44","doi-asserted-by":"publisher","DOI":"10.1515\/iral-2023-0108","author":"J Qian","year":"2023","unstructured":"Qian, J., & Li, D. (2023). Toward a better understanding of student engagement with peer feedback: A longitudinal study. International Review of Applied Linguistics in Language Teaching. https:\/\/doi.org\/10.1515\/iral-2023-0108","journal-title":"International Review of Applied Linguistics in Language Teaching"},{"issue":"10","key":"13457_CR45","doi-asserted-by":"publisher","first-page":"1838","DOI":"10.1080\/10494820.2020.1752741","volume":"30","author":"V Riemer","year":"2022","unstructured":"Riemer, V., & Schrader, C. (2022). Playing to learn or to win? The role of students\u2019 competition preference on self-monitoring and learning outcome when learning with a serious game. Interactive Learning Environments, 30(10), 1838\u20131850. https:\/\/doi.org\/10.1080\/10494820.2020.1752741","journal-title":"Interactive Learning Environments"},{"issue":"6","key":"13457_CR46","doi-asserted-by":"publisher","first-page":"2937","DOI":"10.1007\/s10936-023-10031-y","volume":"52","author":"Y Sahari","year":"2023","unstructured":"Sahari, Y., Al-Kadi, A. M. T., & Ali, J. K. M. (2023). A cross sectional study of ChatGPT in Translation: Magnitude of use, attitudes, and uncertainties. Journal of Psycholinguistic Research, 52(6), 2937\u20132954. https:\/\/doi.org\/10.1007\/s10936-023-10031-y","journal-title":"Journal of Psycholinguistic Research"},{"key":"13457_CR47","doi-asserted-by":"publisher","first-page":"e48254","DOI":"10.2196\/48254","volume":"9","author":"M Sallam","year":"2023","unstructured":"Sallam, M., Salim, N. A., Barakat, M., Al-Mahzoum, K., Al-Tammemi, A. B., Malaeb, D., Hallit, R., & Hallit, S. (2023). Assessing health students\u2019 attitudes and usage of ChatGPT in Jordan: Validation study. JMIR Medical Education, 9, e48254. https:\/\/doi.org\/10.2196\/48254","journal-title":"JMIR Medical Education"},{"issue":"3","key":"13457_CR48","doi-asserted-by":"publisher","first-page":"276","DOI":"10.1080\/02602938.2022.2072468","volume":"48","author":"R Shen","year":"2023","unstructured":"Shen, R., & Chong, S. W. (2023). Learner engagement with written corrective feedback in ESL and EFL contexts: A qualitative research synthesis using a perception-based framework. Assessment & Evaluation in Higher Education, 48(3), 276\u2013290. https:\/\/doi.org\/10.1080\/02602938.2022.2072468","journal-title":"Assessment & Evaluation in Higher Education"},{"key":"13457_CR49","doi-asserted-by":"publisher","unstructured":"Shen, W.-W., Tsai, M.-H. M., & Lin, J.-M. (2017). The ideal and reality of implementing technology into English language teaching: A case study of using a peer review system. In International Symposium on Emerging Technologies for Education (Vol. 10676, pp. 391\u2013399). Springer International Publishing. https:\/\/doi.org\/10.1007\/978-3-319-71084-6_44","DOI":"10.1007\/978-3-319-71084-6_44"},{"key":"13457_CR50","doi-asserted-by":"publisher","unstructured":"Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Olson, C. B. (2024). Comparing the quality of human and ChatGPT feedback of students\u2019 writing. Learning and Instruction, 91, 101894. https:\/\/doi.org\/10.1016\/j.learninstruc.2024.101894","DOI":"10.1016\/j.learninstruc.2024.101894"},{"issue":"2","key":"13457_CR51","doi-asserted-by":"publisher","first-page":"303","DOI":"10.1017\/S0272263109990532","volume":"32","author":"N Storch","year":"2010","unstructured":"Storch, N., & Wigglesworth, G. (2010). Learners\u2019 processing, uptake, and retention of corrective feedback on writing: Case Studies. Studies in Second Language Acquisition, 32(2), 303\u2013334. https:\/\/doi.org\/10.1017\/S0272263109990532","journal-title":"Studies in Second Language Acquisition"},{"key":"13457_CR52","doi-asserted-by":"publisher","first-page":"100752","DOI":"10.1016\/j.asw.2023.100752","volume":"57","author":"Y Su","year":"2023","unstructured":"Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https:\/\/doi.org\/10.1016\/j.asw.2023.100752","journal-title":"Assessing Writing"},{"key":"13457_CR53","doi-asserted-by":"publisher","first-page":"102247","DOI":"10.1016\/j.system.2020.102247","volume":"91","author":"L Tian","year":"2020","unstructured":"Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context. System, 91, 102247. https:\/\/doi.org\/10.1016\/j.system.2020.102247","journal-title":"System"},{"key":"13457_CR54","doi-asserted-by":"publisher","unstructured":"Wang, B., Yu, S., Zheng, Y., & Teo, T. (2022). Student engagement with teacher oral feedback in EFL university classrooms. Language Teaching Research, 136216882211057. https:\/\/doi.org\/10.1177\/13621688221105772","DOI":"10.1177\/13621688221105772"},{"issue":"2","key":"13457_CR55","doi-asserted-by":"publisher","first-page":"240","DOI":"10.1080\/1750399X.2014.908554","volume":"8","author":"K Washbourne","year":"2014","unstructured":"Washbourne, K. (2014). Beyond error marking: Written corrective feedback for a dialogic pedagogy in translator training. The Interpreter and Translator Trainer, 8(2), 240\u2013256. https:\/\/doi.org\/10.1080\/1750399X.2014.908554","journal-title":"The Interpreter and Translator Trainer"},{"issue":"11","key":"13457_CR56","doi-asserted-by":"publisher","first-page":"2026","DOI":"10.1080\/03075079.2015.1130032","volume":"42","author":"NE Winstone","year":"2017","unstructured":"Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). \u2018It\u2019d be useful, but I wouldn\u2019t use it\u2019: Barriers to university students\u2019 feedback seeking and recipience. Studies in Higher Education, 42(11), 2026\u20132041. https:\/\/doi.org\/10.1080\/03075079.2015.1130032","journal-title":"Studies in Higher Education"},{"issue":"7","key":"13457_CR57","doi-asserted-by":"publisher","first-page":"1116","DOI":"10.1080\/02602938.2021.2001431","volume":"47","author":"Z Yan","year":"2022","unstructured":"Yan, Z., & Carless, D. (2022). Self-assessment is about more than self: The enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116\u20131128. https:\/\/doi.org\/10.1080\/02602938.2021.2001431","journal-title":"Assessment & Evaluation in Higher Education"},{"issue":"1","key":"13457_CR58","doi-asserted-by":"publisher","first-page":"50","DOI":"10.1080\/02602938.2018.1467879","volume":"44","author":"S Yu","year":"2019","unstructured":"Yu, S., Zhang, Y., Zheng, Y., Yuan, K., & Zhang, L. (2019). Understanding student engagement with peer feedback on master\u2019s theses: A Macau study. Assessment & Evaluation in Higher Education, 44(1), 50\u201365. https:\/\/doi.org\/10.1080\/02602938.2018.1467879","journal-title":"Assessment & Evaluation in Higher Education"},{"issue":"2","key":"13457_CR59","doi-asserted-by":"publisher","first-page":"101","DOI":"10.1007\/s40299-019-00456-2","volume":"29","author":"S Yu","year":"2020","unstructured":"Yu, S., Zhang, Y., Zheng, Y., & Lin, Z. (2020). Written corrective feedback strategies in English-Chinese translation classrooms. The Asia-Pacific Education Researcher, 29(2), 101\u2013111. https:\/\/doi.org\/10.1007\/s40299-019-00456-2","journal-title":"The Asia-Pacific Education Researcher"},{"issue":"3","key":"13457_CR60","doi-asserted-by":"publisher","first-page":"317","DOI":"10.1093\/elt\/ccw089","volume":"71","author":"Z Zhang","year":"2017","unstructured":"Zhang, Z. (2017). Student engagement with computer-generated feedback: A case study. ELT Journal, 71(3), 317\u2013328. https:\/\/doi.org\/10.1093\/elt\/ccw089","journal-title":"ELT Journal"},{"key":"13457_CR61","doi-asserted-by":"publisher","first-page":"103173","DOI":"10.1016\/j.system.2023.103173","volume":"119","author":"R Zhang","year":"2023","unstructured":"Zhang, R., Zou, D., & Cheng, G. (2023). Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development. System, 119, 103173. https:\/\/doi.org\/10.1016\/j.system.2023.103173","journal-title":"System"},{"key":"13457_CR62","doi-asserted-by":"publisher","unstructured":"Zhang, Z. (Victor), & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90\u2013102.https:\/\/doi.org\/10.1016\/j.asw.2018.02.004","DOI":"10.1016\/j.asw.2018.02.004"},{"key":"13457_CR63","doi-asserted-by":"publisher","unstructured":"Zhang, Z. (Victor). (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, 43, 100439. https:\/\/doi.org\/10.1016\/j.asw.2019.100439","DOI":"10.1016\/j.asw.2019.100439"},{"key":"13457_CR64","doi-asserted-by":"publisher","first-page":"13","DOI":"10.1016\/j.asw.2018.03.001","volume":"37","author":"Y Zheng","year":"2018","unstructured":"Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13\u201324. https:\/\/doi.org\/10.1016\/j.asw.2018.03.001","journal-title":"Assessing Writing"},{"issue":"2","key":"13457_CR65","doi-asserted-by":"publisher","first-page":"215824402093253","DOI":"10.1177\/2158244020932536","volume":"10","author":"Y Zheng","year":"2020","unstructured":"Zheng, Y., Zhong, Q., Yu, S., & Li, X. (2020). Examining Students\u2019 Responses to Teacher Translation Feedback: Insights From the Perspective of Student Engagement. SAGE Open, 10(2), 215824402093253. https:\/\/doi.org\/10.1177\/2158244020932536","journal-title":"SAGE Open"}],"container-title":["Education and Information Technologies"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-025-13457-0.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s10639-025-13457-0\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-025-13457-0.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,8,11]],"date-time":"2025-08-11T05:03:01Z","timestamp":1754888581000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s10639-025-13457-0"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,3,5]]},"references-count":65,"journal-issue":{"issue":"12","published-print":{"date-parts":[[2025,8]]}},"alternative-id":["13457"],"URL":"https:\/\/doi.org\/10.1007\/s10639-025-13457-0","relation":{},"ISSN":["1360-2357","1573-7608"],"issn-type":[{"value":"1360-2357","type":"print"},{"value":"1573-7608","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,3,5]]},"assertion":[{"value":"9 August 2024","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"17 February 2025","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"5 March 2025","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors confirm that all the research meets ethical guidelines and adheres to the legal requirements of the study country.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethical approval"}},{"value":"Informed consent was obtained from all participants involved in this study.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent to participate"}},{"value":"The authors declare no conflict of interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict of interests"}}]}}