The article investigates the role of artificial intelligence (AI)-based feedback systems in developing students’ writing competence using a quasi-experimental design. Participants were English-major students at Bukhara State Pedagogical Institute: the experimental group (n=32) used ChatGPT- and Grammarly-based feedback, while the control group (n=30) received traditional teacher feedback. Students receiving AI-based feedback showed significant gains in grammatical accuracy (p<0.01), lexical diversity (p<0.05) and text organization (p<0.05); no difference was found in argumentation quality. An integrated model combining AI and teacher feedback is substantiated.

artificial intelligence, feedback, writing competence, automated writing evaluation, ChatGPT, Grammarly, quasi-experimental research.

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