This qualitative study explores how fifth-grade elementary school students experience AI-based feedback in English writing. Two students participated in writing activities and received feedback from ChatGPT. Data were collected from observation logs, drafts, reflection journals, and interviews over several weeks. The analysis focused on participants’ perceptions, cognitive/meta-cognitive and affective responses, and the impact of feedback on revision. Results indicate AI-based feedback is helpful, clear, and supports self-directed learning, increasing motivation and confidence. Effective classroom use requires instructional sequences integrating AI feedback with teacher facilitation, including drafting, feedback reception, revision, and reflection stages. Teacher training should prepare educators to manage AI tools effectively and foster students’ self-regulation. Teacher-led research and collaboration can enhance AI feedback integration, ensuring meaningful learning experiences for young EFL learners. These findings provide foundational insights for developing personalized feedback systems and instructional models combining technological innovation and pedagogy, supporting young learners’ growth as confident and autonomous writers.

I. Introduction
II. Theoretical Background
    1. Feedback in Writing
    2. AI-Based Feedback
III. Research Method
    1. Participants
    2. Data Collection
    3. Instructional Procedures
    4. Data Analysis
IV. Results and Discussion
    1. Perceptions of AI-Based Feedback
    2. Cognitive/Meta-cognitive Responses
    3. Affective Responses
    4. The Impact of AI-Based Feedback on Revision and Final Drafts
    5. Other Findings
V. Conclusion
References

• Je-Hoon Oh(Tesol Dept., Graduate Student, Hankuk University of Foreign Studies)