Exploring the Effectiveness of AI-Driven Feedback in Enhancing Second Language Learners' Subject-Verb Agreement Skills: A Comparative Study of Meta AI-driven and Human Feedback

Abstract

This study investigates the effectiveness of Meta AI-driven feedback in improving subject-verb agreement skills, one of the several areas of difficulty for many English language learners. Being a crucial aspect of second language writing skills, English language educators explicitly work on subject-verb agreement to develop language learners’ grammatical accuracy. Despite direct instruction and practice, English language learners in Pakistan continue to struggle with this aspect of grammar. Using form-focused instruction (Ellis, 2008) and the role of feedback in language learning (Hattie & Timperley, 2007) as a triangulated framework, this research aims to compare the effectiveness of Meta AI-driven feedback with human feedback, exploring learners’ improvement regarding subject-verb agreement. Moreover, this paper examines learners' perceptions of Meta AI-driven feedback. To achieve its objectives, this study collected data from 50 learners who were divided into two groups: experimental and control. The data collection instruments included writing samples, pre-and post-tests, and a student questionnaire. A pre-test was conducted on both groups whose results did not differ considerably. However, after the feedback intervention, a post-test was conducted to assess the difference between the effectiveness of Meta AI-driven feedback and human feedback in enhancing learners’ subject-verb agreement skills. The results of the experimental group in the post-test showed an average improvement; however, the control group achieved an increase in writing accuracy. This study advocates for a pedagogical approach that integrates AI-driven efficiency while upholding the indispensable role of human mentorship. These findings have significant implications for language pedagogy, suggesting that AI tools can complement traditional teaching methods to optimize learners’ language proficiency.