THE IMPACT OF AI-ASSISTED FEEDBACK ON ESL STUDENTS’ GRAMMAR LEARNING: A PRE- AND POST-TEST STUDY. Contemporary Journal of Social Science Review, [S. l.], v. 3, n. 4, p. 565–576, 2025. DOI: 10.63878/cjssr.v3i4.1642. Disponível em: https://contemporaryjournal.com/index.php/14/article/view/1642. Acesso em: 21 mar. 2026.