INTEGRATING AI-ASSISTED PROMPTS INTO ORAL FEEDBACK TO ENHANCE STUDENT AGENCY IN THE EFL CONTEXT
INTEGRATING AI-ASSISTED PROMPTS INTO ORAL FEEDBACK TO ENHANCE STUDENT AGENCY IN THE EFL CONTEXT

Summary/Abstract: This article explores the integration of AI-assisted prompts into oral feedback practices in an upper-intermediate English as a Foreign Language (EFL) course at a public university in Costa Rica. Grounded in a qualitative, classroom-based approach, the study examines how the use of structured prompts in combination with an AI tool supported student agency and reflective engagement with feedback. Fifteen students participated in the pedagogical intervention, which involved one oral assessment, guided error analysis, and preand post-task surveys. Findings reveal that while most students initially reported limited attention to teacher feedback, the AI-supported activity promoted deeper processing of their linguistic errors, encouraged the formulation of follow-up questions, and increased learners’ sense of control over their own progress. Classroom observations also showed high engagement levels during the AI prompt introduction session, with students expressing curiosity and enthusiasm toward the tool. Although individual preferences varied, particularly in terms of learning modes, the overall results support the argument that AI tools - when carefully scaffolded - can enhance learner autonomy and metalinguistic awareness. This study contributes to the growing body of research on learner-centered feedback practices by illustrating how AI can be used not as a replacement for teacher input but as a complementary means to foster more meaningful and sustainable language learning.

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