DEVELOPING AI FEEDBACK LITERACY AND CRITICAL EVALUATION SKILLS AMONG IELTS LEARNERS

Abstract

This paper explores the development of AI feedback literacy among students preparing for IELTS. Rather than treating automatically generated suggestions as authoritative, it proposes a pedagogical approach in which learners compare feedback with assessment criteria, justify revisions, and independently verify improvements. The paper distinguishes feedback generation from feedback uptake and outlines a practical classroom protocol. The proposal is conceptual; its effectiveness remains to be evaluated empirically.