Teacher and AI (Quillbot) Feedback on Students’ Descriptive Essays: A Comparative Analysis
DOI:
https://doi.org/10.5281/zenodo.22011233Keywords:
teacher feedback, AI-generated feedback, QuillBot, writing performance, descriptive essay writing, Grade 11 studentsAbstract
This study examined how teacher feedback and AI-generated feedback from QuillBot influence the writing performance of Grade 11 students in descriptive essays. Corrective feedback was dominant for both evaluators, with the teacher providing 70.63% and QuillBot 91.33%, indicating a shared emphasis on grammatical accuracy and surface-level concerns. Grammar received the highest attention from both sources, with the teacher at 39.16% and QuillBot at 49.41%. Teacher feedback placed greater emphasis on clarity (29.37% vs. 15.46%), conciseness (11.19% vs. 4.45%), and tone (10.49% vs. 6.79%), while QuillBot prioritized fluency more strongly (23.89% vs. 9.79%). The teacher demonstrated broader pedagogical engagement through directive feedback at 27.97% and global-level feedback at 21.68%, whereas QuillBot concentrated on surface-level feedback at 88.76% with limited directive input at 5.15%. QuillBot also showed higher accuracy at 97.19% compared to the teacher at 88.81%. High application rates were observed for teacher feedback at 91.61% and QuillBot feedback at 87.82%, indicating strong student engagement. Overall, the findings suggest complementary roles, with teachers emphasizing higher-order writing features and AI strengthening linguistic accuracy.
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