Perceptions of AI-Assisted Formative Feedback in English Education: A Study of Teachers and Students in Swedish Upper Secondary Schools

Sammanfattning

This study looks at how English teachers and students in Swedish upper secondary schools experience and respond to AI-assisted formative feedback. As digital tools become more common in classrooms, it is important to understand how feedback generated by AI fits into everyday teaching and learning. The aim was to explore two main questions: how teachers perceive the usefulness and challenges of AI-generated feedback, and how students compare AI feedback to traditional teacher comments. To investigate this, we used a qualitative approach, combining semi-structured interviews and think-aloud tasks with four in-service teachers, three teacher students, and six upper secondary school students. Participants were asked to reflect on examples of both AI-generated and teacher feedback, and to discuss how they interpreted and evaluated it. The data were analyzed thematically and interpreted with reference to Feedback Intervention Theory. Students often appreciated the speed and clarity of AI feedback but still preferred feedback from their own teachers, especially for more complex or personal writing. Teachers saw potential in AI to help with workload and grammar correction. However, they expressed concerns about its limitations, particularly the lack of depth and how well it aligns with the Swedish curriculum. Overall, the findings suggest that AI can play a helpful role in formative assessment if used alongside, rather than in place of, teacher feedback. The study also points to the need for better teacher training and AI tools designed to fit national educational goals.