Volume 4,Issue 9
AI-Generated Feedback and English Majors’ Self-Efficacy: A Qualitative Study Based on Semi-Structured Interviews
This study aims to explore how AI-generated feedback influences English majors’ self-efficacy and to identify the psychological mechanisms through which such feedback shapes learners’ confidence, learning behaviors, and emotional experiences. A qualitative research method was employed to investigate English majors’ experiences and perceptions of AI-generated feedback. Semi-structured interviews were conducted with 12 English-major undergraduates, and the interview data were analyzed through thematic analysis. The results show that AI-generated feedback influences learners’ self-efficacy through four interconnected pathways: cognitive, behavioral, emotional, and social. Cognitively, AI feedback enhances learners’ perceptions of competence by confirming their abilities and helping them recognize learning progress. Behaviorally, immediate feedback strengthens learners’ control over the learning process and promotes independent problem-solving. Emotionally, supportive and non-judgmental feedback can enhance confidence and motivation, whereas excessive or impersonal corrections may negatively affect self-efficacy. Socially, learners view AI-generated feedback and teacher feedback as complementary rather than competitive. The study suggests that a human-AI collaborative feedback model can better support English learning by combining the efficiency and immediacy of AI with teachers’ emotional support, professional judgment, and personalized guidance. These findings provide practical implications for the effective integration of generative AI into English education and for promoting learners’ self-efficacy and self-regulated learning.
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