Innovation in Language Learning

This study explores the behavioral and affective responses of primary school students to Artificial Intelligence (AI) supported feedback on English writing tasks. While research on Generative AI feedback has proliferated at the university level, there remains a significant gap regarding its impact on young learners (aged 9-10) who are in the transition from concrete to formal operational stages. Utilizing Google Gemini, the study employs a descriptive model to examine how immediate, personalized feedback influences 4th-grade students' engagement and emotional states during the writing process. The research is conducted in a private primary school in Sivas, Turkey, involving 54 students over a 12-week period. Data are collected through semi-structured classroom observations and focus group interviews. The observation form categorizes behaviors into "First Encounter," "Review Process," and "Social Interaction," while focus groups explore students' perceptions of AI as a mentor compared to human teachers. Preliminary justifications for the study highlight that traditional teacher feedback is often delayed by high workloads and large class sizes. In contrast, AI tools can mitigate the cognitive load of writing by providing instant scaffolding. The findings aim to illuminate the pedagogical potential of AI in fostering linguistic confidence and reducing writing anxiety among young EFL learners.